14-15 Acsip-Elementary School

ACSIP
School Plan
IZARD CO. CONS. ELEM. SCHOOL
PO BOX 115, BROCKWELL, AR 72517
Arkansas Comprehensive School Improvement Plan
2014-2015
The mission of Izard County Consolidated Elementary School is to instill the desire for learning in
every child. Do whatever it takes for children to succeed...one child at a time.
Grade Span: K-4
Title I: Title I Schoolwide
School Improvement: MS
Table of Contents
Priority 1: Literacy
Goal: We will improve all students' ability to read, comprehend, and respond to expository text across the
curriculum.
Goal: We will provide a school-wide Title I program and engage parents.
Goal: We will develop a literacy curriculum that correlates standards, instruction, and assessment.
Priority 2: Math
Goal: We will develop a math curriculum that correlates standards, instruction, and assessment.
Goal: We will improve all students' mathematics procedure skills and ability to respond to open response items.
Priority 3: Wellness
Goal: Students in grades K-4 will have a minimum of 150 minutes a week in physical education and physical
activity.
Priority 1: All students will improve literacy skills through a comprehensive literacy reform model.
Supporting
Data:
1. The combined population in Literacy Performance in grades 3 and 4 exceeded their AMO in
2014 scoring 77.78% proficient/advanced. The Target Achievement Gap group in Literacy
Performance in grades 3 and 4 in 2014 scored 76% just short of .73 to meet the AMO. Students
with Disabilities proficient rate was 27.27%
2. Percentile ranks for reading NRT data for 1-2 for 2013-2014 are as follows: 1st grade-58th 2nd
grade-51st
3. ADA for 2013-2014 was 95%.
We will improve all students' ability to read, comprehend, and respond to expository text across the
curriculum.
We will follow annual measurable objectives as provided by the Arkansas Department of Education.
AMO in grades 3 and 4 in Literacy Performance for 2015 is 80.21%. AMO in grades 3 and 4 in
Benchmark
Literacy Performance for TAG (Targeted Achievement Gap Group)for 2015 is 79.31% AMO is grades
3 and 4 Literacy Performance for Students with Disabilities for 2015 is 51.85%.
Goal
Intervention: Improve students' abilities to select, read, and comprehend independently selected reading
materials.
Scientific Based Research: Allington, Richard L. & Cunningham, Patricia M. (1996). Schools That Work. New
York: Longman./Accelerated Reader and Reading Renaissance. (2002). National Reading Studies Validate
file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]
ACSIP
Accelerated Reader, Reading Renaissance. [Brochure]. Madison, WI:Author./Robinson, G. (1990, April).

Synthesis of Research on the Effects of Class Size. Educational Leadership, 80-90.
Actions
Person
Timeline
Responsible
Fall SRI testing will be used for

determining reading lexile ranges and to
serve as a pre-test for determining
progress.
Action Type: Alignment
Action Type: Special Education
Action Type: Technology Inclusion
Students will select independent reading
materials through the "RIF" program
(Reading is Fundamental) sponsored by
the local Kiwanis Club; school match
(Title I) .
Action Type: Collaboration
Action Type: Equity
John
Walker,
Donna Ford
and Sarah
Sherrell
Start:
07/01/2014
End:
06/30/2015
Book Fairs will be conducted during

parent-teacher conferences to encourage
parents to help students select books.
Action Type: Parental Engagement
Purchase Reading Counts quizzes and
utilize SRI which provides lexile scores,
and Reading Counts Program and tech
support.
Action Type: Professional Development
Annually, evaluate the program by
comparing beginning, middle, and end of
year SRI tests.
Action Type: Program Evaluation
Donna Ford Start:

07/01/2014
End:
06/30/2015
John
Start:
Walker and 07/01/2014
Donna Ford End:
06/30/2015
Organize a committee to review and

evaluate reading levels, (Lexile, DRA,
Fontas and Pinnell) point values, and
materials to support the Reading for
Points Program in Reading Counts.
John
Walker
John
Start:
Donna Ford End:
06/30/2015
John
Start:
Donna Ford End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Purchase books for students reaching their Donna Ford Start:

goals in the Reading Counts program.
07/01/2014
End:
06/30/2015
Resources
Computers
School
Library
Teachers
Community
Leaders
School
Library
Outside
Consultants
School
Library
Teachers
Source of Funds
ACTION
BUDGET:
Title I Materials & $300.00

Supplies:
ACTION
BUDGET:
$300
ACTION
BUDGET:
Title I Purchased
Services:
$550.00
ACTION
BUDGET:
$550
Administrative
ACTION
Staff
BUDGET:
Computers
School
Library
Teachers
Administrative
ACTION
Staff
BUDGET:
Outside
Consultants
School
Library
Teachers
School
Library
ACTION
BUDGET:
ACSIP
Purchase Charlie Mae Simon and

Diamond Posters to encourage and
motivate students to read these selected
titles. Purchase books from the Charlie
Mae Simon and Arkansas Diamond
current list.
Action Type: Title I Schoolwide
Donna Ford Start:

07/01/2014
End:
06/30/2015
Purchase guided reading books for

classroom use, chart paper and markers
for anchor charts.
Samantha
Johnson
Model guided reading and reader's

workshop to improve teaching of reading.
Action Type: Equity
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Samantha
Johnson
and Sharon
Walker
(NAESC)
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Continuation of Instructional Facilitators

training by applying instructional
strategies through modeling and
application to engage students in the
learning.
Action Type: Equity
Teachers at Izard County Elementary will
analyze norm-referenced and criterion
referenced assessment data from the
previous year to identify areas that
students are not achieving and determine
schoolwide reform strategies needed to
improve instruction. Achievement gaps
between the subpopulations will be
identified and addressed through
instructional practice and remediation
efforts.
Samantha
Johnson,
Eve
Hatman,
Sarah
Sherrell,
and Sharon
Walker
(NAESC)
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Teachers will develop and implement

reading stations in the classroom using
ipads as well as classroom materials
focusing on vocabulary, fluency,and
comprehension for students to rotate
during guided reading time.
Action Type: Title I Target Assistance
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
COMPREHENSIVE NEEDS
ASSESSMENT: The Izard County
Consolidated School District formed
John
Walker,
Samantha
Start:
07/01/2014
End:
ACTION
Teachers
ACSIP
ACSIP Leadership Teams and analyzed Johnson

test scores from the 2014 administration
of the 3-4th grade Augmented Benchmark
and the K-4th grade ITBS and SAT 10
Exams. The teams examined the results
for both the combined population and
each of the student subpopulations. The
team identified areas of weakness for
each content area at each grade level. In
addition, the team reviewed attendance,
disciplinary and achievement data over
the past three years. Data was
disaggregated for the purpose of
determining student learning and behavior
needs. The team looked at the trend in
order to better identify the areas of need
and help align classroom instruction with
the curriculum frameworks and or
Common Core State Standards in both
literacy. The building and district ACSIP
committees examined routines, customs,
norms and expectations in order to
identify factors that impede student
achievement. The supporting data
statements show variances among cohorts
within student population. To address
these variances and work towards closing
the achievement gap among student
cohorts, the instructional staff targeted
areas of the curriculum, instructional
process, assessment and professional
development. Modifications will be
implemented during the current year to
implement effective instructional
programs, services and professional
development that will meet the needs of
each student cohort. The four content
areas will be targeted for increase in
student achievement during the 20112012 school year: literacy, math, science
and social studies. The building and
district ACSIP Leadership Teams and
committees will meet regularly to review
formative and summative assessment
data, as well as the effectiveness of
professional development offered to
district staff in continued effort to
improve student achievement and
instructor knowledge in each of the
content areas of the curriculum.
06/30/2015
BUDGET:
ACSIP
Employee Steven Walker, (.17 FTE) (PD) John

salary $7,130 and benefits $1,783 (.08
Walker
FTE) (Title IIA) salary $3,355 and
benefits $839 computer networking
instructor, will provide on-going
professional development during summer
to classroom, teachers on alignment of
classroom libraries with Reading Counts
and Common Core Standards. He will
provide on-going support for Reading
Counts Program to the elementary and
middle school instructional staff and
progress monitor students' lexile scores
and share data with staff in an effort to
decrease the achievement gap. He will
also assist with the implementation of the
PARCC Assessments.
Start:
07/01/2014
End:
06/30/2015
Elementary teachers will provide literacy

interventions 45 minutes a day 3 days a
week. We developed this amount of time
after taking their original 15 minutes of
intervention time before guided reading,
their second recess, and the last 15 minute
block of the day to allow for enough time
for teachers to work with students in
literacy. Students that do not require extra
help will be given enrichment in literacy
through rotating stations in the
classroom.(.032 FTE) (Title 1) (Vicky
Norton salary $1,321.60 and benefits
$330.40) (Velna Everett salary $1,321.60
and benefits $330.40) (Donna Stevenson
salary $1,321.60 and benefits $330.40)
(Takara Kinion salary $1,299.20 and
benefits $324.80) (Shari Simino salary
$1,192 and benefits $298) (Michelle
McCord salary $1,219.20 and benefits
$304.80) (Courtney Selph salary
$1,076.80 and benefits $269.20) (Amy
Boles salary $1,062.40 and benefits
$265.60) (Lairen Hall salary $1,062.40
and benefits $265.60) (Teresa Harvell
salary $1,321.60 and benefits $330.40)
This exceeds the standards.
Total Budget:
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson
Title II-A Employee $3355.00

Salaries:
Title II-A Employee
$839.00
Benefits:
PD (State223) $1783.00
Employee
Benefits:
PD (State223) $7130.00
Employee
Salaries:
ACTION
BUDGET:
$13107
Title I Employee $3049.60

Benefits:
Salaries:
ACTION
BUDGET:
$15248
$29205
Intervention: Implement Writing Across the Curriculum with instruction on writing to learn, writing to
demonstrate learning and authentic writing.
Scientific Based Research: Lesley University School of Education. (2001). To Write the Wrong: Implications for
ACSIP
Improving Writing Performance or If Everyone Isn't on Board, the Ship Might Sink! Final Project, 141./Fountas, Irene C, & Pinnell, Gay S. (2001). Guiding Readers and Writers. Portsmouth, NH:
Heinemann/Dorn, Linda J and Soffos, Carla. (2001). Scaffolding Young Writers: A Writers' Workshop
Approach. Portland, ME: Stenhouse Publishers/Thompkins, Gail E. (2000). Teaching Writing: Balancing Process
and Product. Upper Saddle River, NJ: Merrill.
Actions
The literacy team will meet to develop
structured literacy response prompts built
around themes and scoring rubrics for
consistent scoring both vertically and
horizontally across grade levels.
Comparison of writing samples in student
folders after each sampling to evaluate
improvement and generate group
instructional needs; Performance
assessment data on writing will be the
outcome assessment for writing in grades
3-4.
Provide materials to develop writer's tool
kits and provide journals.
Compare student's published pieces from

the beginning to the end of the year to
evaluate growth.
Person
Timeline
Responsible
John Walker
and
Samantha
Johnson
Resources
Source of Funds
Start:
07/01/2014
End:
06/30/2015
Performance
Assessments
Teachers
ACTION
BUDGET:
John Walker Start:

07/01/2014
End:
06/30/2015
Performance
Assessments
Teachers
ACTION
BUDGET:
John Walker Start:

07/01/2014
End:
06/30/2015
Title I Teaching Aids Materials

$1445.00
&
Supplies:
John Walker Start:

07/01/2014
End:
06/30/2015
District Staff
Performance
Assessments
Teachers
ACTION
BUDGET:
$1445
ACTION
BUDGET:
All students will receive explicit writing

John Walker
instruction, based on the ELA frameworks
for the particular grade level, in the
instructional sequence of modeling, guided
practice, and independent practice. Grade
K and 1 include writing centers for
additional practice. Grades 2-4 will utilize
the writing workshop approach with time
for both small group and independent
work.
Start:
07/01/2014
End:
06/30/2015
Teachers
ACTION
Teaching Aids
BUDGET:
Writing Instruction will be monitored

through the instructional facilitator and/or
principal observing the instruction during
walk-throughs and using the READING
FIRST protocol; a post observation
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
Teachers
John Walker
and
Samantha
Johnson
ACSIP
conference with the teacher will be held to

discuss the level of implementation.
Students who are identified as not meeting
the expected levels in writing performance
will be given additional instruction
through individual or small group
instruction focusing on the particular
needs of that student(s).
Action Type: Equity
Parents will be provided information on
the expected levels, their child's
performance levels and activities which
can be done at home to help the child
reach the expected level; links on the
school website provides additional
information.
Instructional Facilitator (Samantha
Johnson)will participate in ADE sponsored
instructional facilitator's training. The
Instructional Facilitator will be supported
by the specialists at NAESC.
Action Type: Equity
Teachers will develop and implement
writing stations during their guided
reading time to help students work on their
writing strategies.
John Walker Start:

07/01/2014
End:
06/30/2015
John
Walker,
Sarah
Sherrell
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Lindsey
Frazier,
Cindy
Merritt, and
Sharon
Walker
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
District Staff
Performance
Assessments
Teachers
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
District Staff
Teachers
Teachers
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
ACTION
BUDGET:
Total Budget:
$1445
Intervention: Implement comprehensive reading reform - ELLA for grades K-1 and Effective Literacy for grades
2-4.
Scientific Based Research: Dorn, Linda,& French, Cathy, & Jones, Tammy. (1998). Apprenticeship in Literacy.
York, Maine: Stenhouse./Fountas, Irene C, & Pinnell, Gay S. (2001). Guiding Readers and Writers. Portsmouth,
NH: Heinemann./International Reading Association. (2002). Evidence-Based Reading Instruction: Putting The
National Reading Panel Report Into Practice.
Actions
Person
Timeline
Responsible
Employ a K-4 Instructional Facilitator

John
(Samantha Johnson) (.5 FTE) utilizing
Walker
NSLA funds to provide on-going training
for K-4 teachers on comprehensive
literacy instruction and Common Core
Literacy and Math and to provide
leadership in literacy interventions and
examine student data to find strengths and
Start:
07/01/2014
End:
06/30/2015
Resources
Performance
Assessments
Teachers
Source of Funds
NSLA
(State281) $6443.50
Employee
Benefits:
NSLA
(State281) $24396.50
ACSIP
weakness in student performance.

(Samantha Johnson salary and benefitsNSLA-$24,396.50 and $6,443.50)
Teachers will administer and compare
results from multiple assessments
(DIBELS, DRA, DSA, SRI, etc.) given
throughout the year to determine progress
and interventions as needed;
documantation will be available.
Action Type: AIP/IRI
Action Type: Equity
Form local leadership teams to monitor
implementation of comprehensive reading
reform; plan and review interventions.
Action Type: Equity
Kindergarten students, who score delayed
in both written and oral communication,
on the Qualls Early Learning Inventory
(QELI), and first and second grade
students who score below basic, in
reading, on the Stanford Achievement
Test (SAT 10) will be considered to have
a substantial reading deficiency. These
children will be provided Intensive
Reading Instruction (IRI) utilizing the
Arkansas Comprehensive Literacy Model,
a scientifically based reading program.
The Dynamic Indicators of Basic Early
Literacy Skills (DIBELS) will be
administered to all K-4 students. The
DIBELS will be used as: A. The
evaluation instrument to determine which
areas of reading the child is deficient. B.
The progress-monitoring instrument to
document progress toward grade level
proficiency, and C. The assessment
instrument used for discontinuing
services. Intensive reading interventions
will be comprehensive in nature and will
be targeted to re mediate the area of
deficiency. For those affected students,
school personnel will develop an
Intensive Reading Improvement Plan
(IRI)for below basic students and an
Academic Improvement Plan (AIP) that
Employee
Salaries:
John
Walker and
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
District Staff
Teachers
ACTION
BUDGET:
$30840
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Performance
Assessments
ACTION
BUDGET:
ACSIP
will describe our intervention program.

Intervention will be provided in the form
of prescriptive individualized and small
group instructional strategies. These
intervention strategies and methods will
continue until each student has reached
grade level proficiency in all essential
areas of reading. Student achievement in
each of the essential elements shall be
monitored bi-weekly until proficiency
occurs. Students who are not meeting
current expectations shall be provided
additional interventions. Each parent, or
guardian, will be notified in writing when
their child has been identified with a
substantial reading deficiency. A meeting
will then occur allowing the parent,
teachers, and principal to look over the
AIP or IRI and the interventions
prescribed where each member will sign
in aggrement.
Action Type: Equity
Annually examine all data available on
John
student achievement to determine the
Walker
effectiveness of the literacy program; data
shall include DIBELS assessments (K-3),
DRA (K-4), DSA (K-6) writing
assessments, NRT, CRT data.
Provide professional development through

the educational cooperative, as determined
on individual professional development
plans/individual growth plans. Teachers
are encouraged to attend trainings that are
research-based and lead to a highly
qualified well-trained staff including
trainings on special accommodations and
interventions as well as addressing
learning styles. Trainings such as ELLA,
ELF, Common Core, SBOT Standardsbased Mathematics and CGI.
Action Type: Equity
Employ a K-4 literacy interventionist
(Samantha Johnson)(.5 FTE) utilizing
Title I funds) Employ Sheila Booth, a
Start:
07/01/2014
End:
06/30/2015
John
Walker and
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
Administrative
ACTION
Staff
BUDGET:
District Staff
Outside
Consultants
Performance
Assessments
Teachers
Performance
Assessments
Teachers
ACTION
BUDGET:
Title I Employee
Benefits:
$9009.50
ACSIP
highly qualified instructional aide (.5

FTE) (Title I) to work with at-risk
students in a 3 to 1 setting in K-4 literacy
under supervision of HQT teachers.
(Samantha Johnson salary and benefits Title I - 24,396.50 and $6,443.50 (Sheila
Booth - salary and benefits - Title I $7,089.00 and $2,566.00)
Action Type: Equity
06/30/2015

Salaries:
ACTION
BUDGET:
Total Budget:
$40495
$71335
Intervention: Instruct K-1 students in phonemeic awareness

Scientific Based Research: Teaching Children to Read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. (National Institute of Child Health and Human
Development,2000), Report of the National Reading Panel./ Put Reading First: The Research Building Blocks for
Teaching Children to Read. (NICHD,2001./ Adams, Marilyn Jager, Foorman, Barbara R, Lundberg, Ingvar and
Beeler, Terri (1998). Phonemic Awareness in Young Children. Baltimore, MD: Paul H Brookes Publishing Co.
Actions
Person
Timeline
Responsible
Resources
Source of
Funds
Provide teachers, and special education teachers,

and para-professionals with professional
development in explicit and systematic phonemic
awareness with emphasis on phoneme segemtating
and blending; training through literacy coach and
co-op literacy specialists, study groups, ELLA
training, reflection with literacy coach and other
teachers
Align phonemic awareness instruction with the
ELA frameworks.
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Samantha
Johnson
All students will receive 10-15 minutes daily of

explicit and systematic phonemic awareness
instruction in grades K-1; instructional strategies
shall be modeling, guided practice and independent
practice.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Implementation of phomenic awareness instruction

will be modeled by the instructional facilitator
through observations using READING FIRST
observation protocol and/or Classroom Walk
Through; opportunity to debrief with teachers
following observation to determine level of
implementation.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Parents will receive activities which may be done

at home with their children to improve their
phonemic awareness at Parent Night; parents will
John
Walker,
Samantha
Start:
07/01/2014
End:
Administrative
ACTION
Staff
$
District Staff
Teachers
District Staff
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Teaching Aids
ACSIP
be informed of their child's progress.

Johnson
06/30/2015
Students who are shown to be at risk and some risk Samantha

on the PSF will receive additional phonemic
Johnson
awareness instruction through small groups,
progress monitored bi-weekly until grade level
benchmark is met.
Action Type: Equity
Start:
07/01/2014
End:
06/30/2015
Data from end of year PSF assessment in K and 1

will be used to determine the number of children
meeting the grade level benchmark (35 ppm for K)
and (35 ppm for grade 1); the number of children
who move from the at risk and some risk categories
will be the evidence of progress.
Total Budget:
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson
District Staff
Teachers
Teaching Aids
District Staff
Teachers
BUDGET:
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Performance
Assessments
$0
Intervention: SBRR Phonetic Connections, aligned with the ELA frameworks, will be used with K-2 students or
until students have completed the letter naming stage (DSA) for phonics instruction
Scientific Based Research: Teaching Children to Read: An Evidence Based Assessment of the Scientific
Research Literature on Reading and its Implications for Reading Instruction. Report of the Nationa Reading
Panel, 2000. National Institute of Child Health and Human Development./Put Reading First: The Research
Building Blocks for Teaching Children to Read, 2001. NICHD
Actions
Person
Timeline
Responsible
Resources
Source of
Funds
Phonics and alphabet instruction is aligned with the

ELA frameworks. Start Up (Phonetic Connections)
and Build Up (Phonetic Connections) are primary
instructional tools.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
All students in grade K will receive alphabet

instruction and all students in grades K, 1, and 2
will receive phonics instruction; 20-30 minutes of
instruction will be systematic and explicit with
explanation and modeling, guided practice, and
independent practice based on the feature of the
letter naming state which is appropriate for the
class; additional practice will be provided in the
literacy corners to reinforce the learning; the
phonics skills will be incorporated throughout
literacy block.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Teachers
ACTION
Teaching Aids
$
BUDGET:
Teachers have been trained in Phonetic

Connections and will continue to receive
professional development through literacy coach,
team meetings, observation of model phonics
instruction, and study groups.
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
District Staff
ACTION
Teaching Aids
$
BUDGET:
Title Teachers
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
ACSIP
The instructional facilitator and/or principal will

monitor the use of phonics and alphabetic
instruction through classroom- walkthroughs and
observations using the READING FIRST
observation protocol; post observations conferences
with the teacher will focus the level of
implementation.
Action Type: Equity
John
Walker and
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Parents will be informed of their child's progress in

letter/sound identification and use. Parents will be
provided activities for home use.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
District Staff
ACTION
Teachers
$
BUDGET:
Teaching Aids
Students who fail to meet the benchmark on LNF

and/or NWF will be provided additional small
group instruction until the benchmark is met;
progress monitoring bi-weekly until the student
demonstrates achievement of the benchmark is able
to maintain that level of progress.
Action Type: Equity
K students LNF benchmark for the end of the year
is 40 lmp; 1st grade students NWF benchmark for
the end of the year is 50 wpm; the phonics
program's evaluation shall be the number of
students meeting the benchmarks at grade K and 1.
Appropriate teachers and/or other school personnel
knowledgeable about the students academic
performance shall evaluate students identified as
scoring below proficient on the State Criterion
Reference (CRT) exams. The students parents will
be contacted for the purpose of working jointly
with school personnel in developing an Academic
Improvement Plan. (AIP) Formative and
Summative Assessment Data will be used to create
a plan that includes standards-based, supplemental,
remedial strategies designed to assist the student in
scoring proficient on the next administration of the
CRT Exam. Regular classroom teachers will be the
first to implement the components of these plans. A
variety of additional resources will also be used to
support the student. Highly qualified staff will
provide instruction. The AIP will be monitored and
adjusted as the student makes progress.
Action Type: Equity
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
Total Budget:
District Staff
Performance
Assessments
Teachers
District Staff
Performance
Assessments
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
Teachers
$0
Intervention: Students will utilize a comprehensive literacy approach to word study/spelling in grades 2-6 as they
ACSIP
progress through the within-word stage, syllable juncture stage, and derivational constancy stage as assessed with
DSA (Word Journeys, 2000)
Development, 2000), Report of the National Reading Panel./Ganske, Kathy (2000). Word Journeys. New York,
The Guilford Press.
Actions
Person
Timeline
Responsible
Resources
Source of
Funds
All students will participate in a systematic, explicit

word study/spelling instruction aligned with ELA
frameworks. Istructional sequence shall be teacher
explanation and modeling of all word study/spelling
skills, guided practice, and independent practice.
Additional practice may be included in literacy
corners or as homework.
Action Type: Equity
All students will be provided approximately 30
minutes daily of explicit instruction in word
study/spelling.
John
Walker
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids
ACTION
$
BUDGET:
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids
ACTION
$
BUDGET:
Students will be screened with the Developmental

Spelling Analysis (DSA) for placement of instruction
and the DSA will be used at the end of the year as an
outcome assessment. Progress monitoring will be
with a weekly spelling assessment.
Teachers will participate in Comprehensive Literacy
trainings (ELLA, ELF, and Common Core Literacy
to become knowledgeable of word study/spelling as
described in Word Journeys. Additional study may be
in study groups to fully utilize the text and screening
materials.
The principal and instructional facilitator will monitor
the level of implementation in classrooms according
to the observation protocol and/or Classroom Walk
Throughs. A post observation conference will be held
with the teacher to discuss the level of
implementation.
Students identified on the DSA or class assessments
as not meeting proficiency will receive additional
word study/spelling instruction in a small group
setting. Progress will be monitored using the Word
Journey continuum.
Action Type: Equity
John
Walker
Start:
07/01/2014
End:
06/30/2015
Performance
ACTION
Assessments
$
BUDGET:
Teachers
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker and
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
johnson
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids
Start:
07/01/2014
District
Parents will be informed of student progress in word John

study/spelling. Parents will be provided a list of
Walker
District
ACTION
Staff
$
BUDGET:
Outside
Consultants
Teachers
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACSIP
activities to support word study/spelling as

demonstrated at Parent Night.
The word study/vocabulary program will be

evaluated by comparing annual progress made in
mechanics on the Benchmark exam (CRT) and preand post assessment results on the DSA.
End:
06/30/2015
John
Walker,
Kensey
Wheat
Start:
07/01/2014
End:
06/30/2015
Staff
Teachers
Teaching
Aids
ACTION
$
BUDGET:
District
ACTION
Staff
$
BUDGET:
Performance
Assessments
Total Budget:
$0
Intervention: All students will be provided instruction in the comprehensive model of fluency instruction
Development, 2000), Report of the National Reading Panel./ Rasinski, Timothy V.(2003). The Fluent Reader.
New York,Scholastic Professional Books.
Actions
Person
Timeline
Responsible
Resources
Source of
Funds
Staff will participate in professional development

John
(ELLA, ELF, Literacy Lab, Comprehensive Literacy Walker
based on READING FIRST) to learn appropriate
fluency instruction. The fluent Reader text will be the
primary text used to guide instructional practice.
Start:
07/01/2014
End:
06/30/2015
The DIBELS Oral Reading Fluency (ORF) will be

John
administered to first grade students at beginning, mid, Walker
and end of the year to identify those students who are
on track for reading success as well as those who are
having difficulty. Diagnostic assessments will be
administered to those students) will be administered
until expected levels are achieved. Oral reading
fluency will be monitored quarterly in grade 4 using
grade level texts and the expected fluency rates for
that grade level.
Start:
07/01/2014
End:
06/30/2015
Performance
ACTION
Assessments
$
BUDGET:
Teachers
Fluency Instruction, aligned with the ELA

frameworks, will be provided in grades 1-4 as part of
the core reading program.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids
ACTION
$
BUDGET:
All students (1-4) will participate in explicit

instruction. The instructional sequence shall be
teacher modeling, guided practice and independent
practice. Elements of Reading - Fluency (SteckVaughn, Timothy Shanahan, PH.D.) will be used in
grades 1-3 as supplemental to support fluency
instruction. Grade 4 will have daily reading outside
of school assigned. Additional practice may be
integrated into literacy corners or as homework.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids
ACTION
$
BUDGET:
District
ACTION
Staff
$
BUDGET:
Outside
Consultants
Teachers
ACSIP

monitor the level of implementation in classrooms
during classroom walk throughs and/or using the
observation protocol. Post observation conferences
will be held with the teacher to discuss the level of
implementation.
Action Type: Equity
Parents will be informed of student progress in
fluency as well as being provided suggested activities
at home to promote fluency.
Students identified as not meeting the expected levels

of fluency (ORF or classroom assessment) will
receive additional fluency instruction in small group
settings. Fluency of Reading - Fluency may also be
used for intervention. Students will be progress
monitored until the expected level is achieved.
Action Type: Equity
All students are expected to meet the end of the year
benchmarks for reading fluency in grades 1-4. The
fluency program will be evaluated by increasing the
number of students meeting end of year benchmarks
according to ELA frameworks.
Total Budget:
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson
and
classroom
teachers
Start:
07/01/2014
End:
06/30/2015
District
Staff
Teachers
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Performance
ACTION
Assessments
$
BUDGET:
Teachers
John
Walker
Start:
07/01/2014
End:
06/30/2015
Performance
ACTION
Assessments
$
BUDGET:
Teachers
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
$0
Intervention: All students will receive vocabulary instruction following the comprehensive literacy model of
instruction as detailed in Bringing Words to Life.
Scientific Based Research: Teaching Children to Read: An Evidence-Based Assessment of the Scientific
Research Literature on Reading and Its Implications for Reading Instruction. (National Institute of Child Health
and Human Development, 2000), Report of the National Reading Panel./Beck, Isabel L., McKeown, Margaret
G., & Kucan, Linda (2002). Bringing Words to Life: Robust Vocabulary Instruction. New York, The Guilford
Press.
Actions
Person
Timeline
Responsible
Teachers will participate in professional development John

training (ELLA, ELF, Literacy Lab and
Walker
Comprehensive Literacy based on READING
FIRST)to learn strategies for teaching vocabulary.
Start:
07/01/2014
End:
06/30/2015
All students, K-4, will participate in explicit

vocabulary instruction aligned with the ELA
Start:
07/01/2014
John
Walker
Resources
Source of
Funds
District
ACTION
Staff
$
BUDGET:
Outside
Consultants
Teachers
Teaching
Aids
Teachers
ACTION
ACSIP
End:
06/30/2015
Teaching
Aids
BUDGET:
John
Walker
Start:
07/01/2014
End:
06/30/2015
School
Library
Teachers
ACTION
$
BUDGET:
The DIBELS Word Use Fluency (WUF) will be

John
given three times per year to all students in K-3 to
Walker
identify those students who are on track for reading
success as well as those who are experiencing
difficulties. Additional diagnostic assessments will be
administered to those who are at risk of reading
failure. Progress monitoring, bi-weekly for at risk
and monthly for some risk students, will be
conducted until the student(s) reaches the benchmark.
Grade 4 will assess vocabulary through class
asessments.
Action Type: Equity
John
Students whose performance is below expected
levels, will receive additional vocabulary instruction Walker
in a small group setting. K-3 will be progressed
monitored until the expected benchmark is met.
Action Type: Equity
Start:
07/01/2014
End:
06/30/2015
Performance
ACTION
Assessments
$
BUDGET:
Teachers
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids

monitor the levels of implementation of vocabulary
instruction using the observation protocol and/or
Classroom Walk Throughs. A post observation
conference with the teacher will be utilized to discuss
the level of implementation observed.
The program evaluation shall consist of the following
data: CRT data from reading (Item by Item Anaylsis)
and writing (style) WUF pre and post assessments,
and classroom assessments.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson,
Kensey
Wheat
Start:
07/01/2014
End:
06/30/2015
frameworks. The instructional sequence provided in

Bringing Words to Life will provide the framework
for vocabulary instruction.
Each Teacher will utilize the explicit teaching
procedure as outlined in Bringing Words to Life for
vocabulary instruction. Words taught for vocabulary
instruction shall be carefully selected in both the
literacy block and core curriculum classes. Students
will be expected to read from a variety of genres,
including fiction and non-fiction materials.
Total Budget:
School
Library
Teachers
Teaching
Aids
ACTION
$
BUDGET:
ACTION
$
BUDGET:
District
ACTION
Staff
$
BUDGET:
Performance
Assessments
$0
Intervention: The Comprehensive Literacy Approach to comprehension strategy instruction will be utilized.
Comprehension strategies emphasized will be questioning (answereing questions, asking questions), monitoring
comprehension, visualizing, using prior knowledge, using graphic and semantic organizers, summarizing, and
recognizing story structure.
ACSIP
Scientific Based Research: Teaching Children to Read: An Evidence-Based Assessment of the Scientific
Research Literature on Reading and Its Implications for Reading Instruction. (National Institute of Child Health
and Human Development, 2000), Report of the National Reading Panel./Harvey, Stephanie & Goudvis,Anne
(2000). Strategies That Work. Portland, ME, Stenhouse Publishers.
Actions
Person
Timeline
Responsible
All teachers will participate in the appropriate

professional development (ELLA, ELF, Literacy
Lab, Comprehensive Literacy based on READING
FIRST, SS/NS Strategies for Content Areas) to
learn about comprehension strategies. The text
which will be primary source of information will
be Strategies That Work.
All teachers in grades K-4 will use the explicit
teaching procedure for comprehension instruction
in both literacy and core curriculum classes. The
instruction shall be aligned with the ELA
frameworks, use both whole and small group
instruction, and follow the pacing guide for each
quarter.
All students will participate in comprehension
strategy instruction. The instructional sequence
shall be teacher explanation and modeling, guided
practice, and independent practice. Additional
practice in comprehension strategies may be in
literacy tasks or in homework.
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
The DIBELS will be administered to identify those

students who are on track for reading success as
well as those students experiencing reading
difficulties. Data from the assessments will be used
as a placement tool for levelizing instruction. The
Developmental Reading Assessment (DRA) will be
utilized as a supplemental tool in pacement for
instruction. Additional diagnotic assessments may
be given for those students experiencing difficulty.
The students who are at risk will be progress
monitored bi-weekly until expected levels are
achieved. The CRT will be the outcome assessment
for reading in grades 3-4 and the SAT 10 (NRT)
will be the outcome assessment for reading
comprehension in grades K-2.
Parents will be informed of student progress in
comprehension and provided a list of suggestive
home activities for improving reading
comprehension.
John
Walker,
Samantha
Johnson,
Kensey
Wheat
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
Resources
Outside
Consultants
Teachers
Teachers
Source of
Funds
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Teachers
ACTION
Teaching Aids
$
BUDGET:
District Staff
Performance
Assessments
Teachers
District Staff
Performance
Assessments
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACSIP

John
monitor the instruction in comprehension strategies Walker
through the use of the observation protocol and/or
Classroom Walk Throughs. A post observation
conference with the teacher will focus on the
observed level of implementation.
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Students not meeting the benchmark will receive

John
additional comprehension strategy instruction in
Walker
small groups. Progress toward meeting benchmark
will be monitored bi-weekly until the expected
level is achieved.
Action Type: Equity
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
All students are expected to demonstrate

proficiency in comprehension. The program will be
evaluated by the increase in number of students
meeting benchmark on DIBELS assessment related
to comprehension, the levels of proficiency for the
CRT, and levels of proficiency on the NRT.
Total Budget:
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson,
Kensey
Wheat
District Staff
Performance
Assessments
Teachers
ACTION
$
BUDGET:
$0
Goal
We will provide a school-wide Title I program and engage parents.
Benchmark We will make adequate yearly progress as determined by the Arkansas Department of Education.
Intervention: Parental Involvement
Scientific Based Research: Beyond the Building: A Facilitation Guide for School, Family, and Community
Connections by Chris Ferguson, Catherine Jordan, Lacy Wood, Victor Rodriguez and Brian Litke, (2006) SEDL,
Austin, TX
Actions
Person
Timeline
Responsible
The Parent/Student/Teacher Compact is

included in the student handbook which
every parent/guardian receives. This
document is signed by the parent or
guardian and returned to the school
John
Walker
Annually, hold a Family Literacy, Math,

and Science Night; other workshops and
seminars throughout the year as needed
John
Walker
Resources
Source of Funds
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Maintain a volunteer resource book based John

on surveys and participate in Foster
Walker
Grandparent Program
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Develop a parent brochure with

information on how to become involved,
calendar of events, and the parent
facilitator contact information
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
John
Walker
District Staff
ACSIP

Conduct annual public meeting to explain
to parents the Title I program, purpose,
priorities, allocation, planned expenditures
and suggestions for improvement, parent's
right to be involved, the curriculum used,
interventions in place and the assessed
outcomes.
Appoint a parent facilitator for the
district, select an advisory committee.
John
Walker
John
Walker
Update and revisit the district's parental

involvement plan.
Survey parents to determine volunteer
resources
John
Walker
All staff will receive two hours of

parental involvement professional
development annually, and principal will
receive three hours of parental
involvement professional development
annually.
Update and develop information packets.
Action Type: Equity
John
Walker
Annually, examine data on parental

involvement including sign-in sheets at
parent meetings and a minimum of two
parent teacher conferences, volunteer
hours, and student achievement.
Action Type: Equity
Frequent and meaningful communication
with a minimum of two parent teachers
per year, classroom newsletters and
communications folders. Purchase
communications folders and student
planners.
Publish a notice in local newspaper
John
Walker
John
Walker
John
Walker
John
Walker
John
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Title Teachers
District Staff
Teachers
ACTION
BUDGET:
ACTION
BUDGET:
ACTION
BUDGET:
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Teachers
Title Teachers
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
Teachers
Start:
07/01/2014
End:
06/30/2015
Teachers
ACTION
Title Teachers
BUDGET:
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
Teachers
Start:
ACSIP
thanking parents for attending scheduled

conferences.
Walker
Provide materials and supplies for

instruction activities developed at the
parent center.
John
Walker
Distribute a school-parent compact

annually; review and revise compact
annually.
Action Type: Equity
John
Walker
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Teachers
Teaching Aids
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
District Staff
Maintain the school website; include

John
Start:
informational links and educational links Walker,
07/01/2014
Donna Ford End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
District Staff
Provide for parents the process for

John
resolving parental concerns in handbook. Walker
District Staff
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Enable the formation of a parent-teacher

organization.
Action Type: Equity
John
Walker
Purchase School Reach parental contact

software to inform parents of upcoming
events, parent-teacher conferences, school
closings and emergencies allowing better
communications with students and their
families.
John
Walker,
Fred
Walker
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Program Evaluation: Volunteer sign-in

sheets and daily logs of volunteer hours
will be maintained throughout the year as
part of an ongoing formative evaluation
of this intervention or a daily schedule for
permenant volunteers. Documented
attendance at parent/teacher conferences,
parent night activities, and other evidence
of parental involvement will be reviewed
by building principals and parent
coordinators periodically through the year
to assess the effectiveness of the Parental
Engagement Program. Input will be
sought in order to determine how effective
the technology is. A parental engagement
John
Walker,
Kensey
Wheat
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Teachers
Title Teachers
ACSIP
survey will be distributed in order to gain

feedback on the quality, and effectiveness,
of the schools parental involvement
efforts. The Parent Advisory Committee
will review this data and make
improvement recommendations for the
next year.
In order to take advantage of community
resources our school will ENABLE THE
FORMATION OF A PARENT
TEACHER ORGINAZATION, that will
foster parental and community
involvement within the school.
All parents are invited to Open House
night to welcome parents and students to
our schools and to share expectations for
the year. The school's Annual Report to
the Public will be presented at to
encourage communication with parents,
the schools shall schedule no less than two
parent/teacher conferences per school
year. A notice will be published at the
end of the school year to collectively
honor parents for attending conferences.
John
Walker
Start:
07/01/2014
End:
06/30/2015
Teachers
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Teachers, parents, and members of the

John
community will serve on the Federal
Walker
Advisory Committee to develop the Title
I and Title V Programs. Committee
members will meet to evaluate the school
improvement plan.
Action Type: Equity
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Purchase blank visitor labels for parents

and volunteers to use while at school.
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
John
Walker
John
Walker
Employ Nancy Farmer as parent

John
facilitator (.06 FTE Title 1 salary $809.58 Walker
and benefits $202.40) to improve the
collaboration between parents, school
personnel and community members; helps
close the achievement gap between
students; improve the communication
among school personnel; assist with the
Start:
08/18/2014
End:
05/29/2014
Title I Employee
Salaries:
Title I Employee
Benefits:
$809.58
$202.40
ACSIP
ACTION
$1011.98
BUDGET:
facilitation of School Improvement Plan

goals; serve as a liaison between parents
and school personnel
Support our pre-Kindergarten ICC
John
program by employing a second lead
Walker
teacher Kensey Wheat. (NSLA) (FTE .40)
Salary $17,286 and benefits $4,715
Start:
07/01/2014
End:
06/30/2015
NSLA
(State281) $4715.00
Employee
Benefits:
NSLA
(State281) $17286.00
Employee
Salaries:
ACTION
BUDGET:
John Walker, (FTE .09) (Title 1) $7457 Fred

salary and $2,293.26 benefits. The district Walker
parental involvement coordinator will
serves as the liaison between school and
parents,relaying the needs of one to the
other; educate teachers and staff on how
to communicate and work effectively with
parents as equal partners; advise and train
parents on how to address issues with the
leadership staff in school meetings; serve
as a school-based intermediary contact for
concerns and comments made by parents
and community members; provides
referrals to community-based services for
families; expand opportunities for
continued learning, voluntary community
service and civic participation; develop
community collaborations; promote
sharing of power with parents as
decision-makers; help parents understand
the educational system so they can
become better advocates for their
childrens education; maintain parent
resource center (where applicable).
Agenda and sign-in sheets will be used as
documentation when meetings are held.
Total Budget:
Start:
07/01/2014
End:
06/30/2015
Title I Employee
Salaries:
Title I Employee
Benefits:
$22001
$7457.00
$2293.26
ACTION
$9750.26
BUDGET:
$32763.24
Intervention: Implement Schoolwide Title I Program

Scientific Based Research: Wong, K.K., Sunderman, G.L., & Lee, J. (1996, October 24-25). Redesigning the
ACSIP
federal compensatory education program: Lessons from the implementation of Title I Schoolwide programs.
Paper presented at the National Invitational Conference on Implementation of the Title I Program: Implications
for Improving Our Capacity for Achieving Student Success, Bethesda, MD.
Actions
Person
Timeline
Responsible
Conduct annual needs assessment for Title I.

John
Walker
Start:
07/01/2014
End:
06/30/2015
School's curriculum is aligned with Common Core John

in Literacy and Mathematics and the Arkansas
Walker
Currriculum Frameworks in other curricular areas
and reviewed annually.
Start:
07/01/2014
End:
06/30/2015
Instruction by classroom teachers and the

Instructional Facilitator are High Qualified
Teachers. Instructional aides are also Highly
Qualified Instructional Aides.
Teachers are currently under contract for 190 days.
Of this total, 178 days are set aside as student
contact days. Two days are set aside as
parent/teacher conferences, and ten days (60 hours)
are set aside as staff development days. In-service
will be based on the districts needs assessment as
it relates to ACSIP. Six (6) of the 60 hours must be
technology based and two (2)must be parental
involvement. All elementary teachers who teach
Arkansas history shall have 2 hours in-service in
Arkansas history. All teachers may count 12 hours
in-service for planning and preparation for the
upcoming school year (with approval of the
principal).
Recruiting and maintaining Highly Qualified
Teachers is a priority. Attending job fairs,
contacting colleges when openings occur, maintain
current resume files and utilizing TeachersTeachers.com and other on-line services are some
of the strategies used to recruit Highly Qualified
Teachers. The district tries to be competitive with
area districts in salaries and benefits to maintain it's
Highly Qualified Teachers. New teachers are
expected to be trained in ELLA, ELF, Literacy
Lab, CGI, and MathLinks if applicable to their
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
Resources
Source of
Funds
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Title Teachers
Administrative
ACTION
Staff
$
BUDGET:
Performance
Assessments
Teachers
Teaching Aids
Title Teachers
Teachers
ACTION
Title Teachers
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Title Teachers
Administrative
ACTION
Staff
$
BUDGET:
District Staff
ACSIP
positions.
Students entering kindergarten who have attended
preschool or HeadStart or have transition
conferences with principal and kindergarten
teachers. (55%)
The elementary school collaborates with the local
Kiwanas organization to provide upto five books to
every preschool through sixth grade students using
a fifty/fifty match. The school also collaborates
with the White River Area Agency to provide a
foster grandparent to work with at-risk students.
Local fire departments, city police department,
county sheriff's department and first responders
work together with the school in providing students
with a health and safety day. The county extension
agent and Izard county Master Gardeners
collaborates with third grade teachers on flower
garden at the elementary school. The Brockwell
HeadStart, ICC Preschool and ICC Kindergarten
collaborates and provides parents of preschool age
and kindergarten age students a two-day event
where parents can register their child(ren)and meet
with staff about placements for the next school
year.
Action Type: Equity
Action Type: Wellness
POINT IN TIME REMEDIATION: When
considering students at risk we look beyond NRT
and CRT scores and include the QUALLS,
DIBELS, DRA, and DSA, as well as, mathematics
quarterly assessments which give us a complete
assessment to determine intervention needs. Based
on these needs, intervention plans are written on an
individual basis to continually monitor student
achievement and progress. The intervention plans
include scientifically based strategies for students
who have difficulty mastering standards at
proficient and advanced levels. The plans are
adjusted based on bi-monthly progress monitoring.
Intervention plans are implemented by Title I
certified teacher, certified teachers and highly
qualified instructional istants on a daily basis. Each
student scoring below proficient will receive
remediation. IRI's and AIP's will be developed by
classroom teachers, parents, counselor, and
administration to meet the individual needs to
students. They will participate in small group
instruction with emphasis on the identified area of
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson,
Donna Ford
Caren
Warden and
Kensey
Wheat
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
Outside
Consultants
Teachers
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Performance
Assessments
Teachers
Title Teachers
ACSIP
weakness as determinded by statewide assessments.

Students will receive remediation until they meet
the criteria as determinded by the literacy coach.
Action Type: Equity
Coordinate Title I, Title IIA and NSLA to employ
additional staff to reduce class-size and provide
scaffolding for students that are at-risk and somerisk for school failure.
Action Type: Equity
Comprehensive literacy approach which is
scientific research-based is the focus of our literacy
program patterened after Arkansas's Reading First
Program.
Action Type: Equity
John
Walker,
Fred
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Parental Involvement through volunteers in the

classroom, newsletters home to parents and
fieldtrips is encouraged.
John
Walker
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Teachers collaborate in grade-level and across

grade levels in team meeting in literacy and
mathematics.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Title Teachers
Total Budget:
$0
Goal
We will develop a literacy curriculum that correlates standards, instruction, and assessment.
Benchmark We will make adequate yearly progress as determined by the Arkansas Department of Education.
Intervention: Curriculum alignment to Common Core Standards in Literacy.
Scientific Based Research: Jacobs, Heidi Hayes. (1997). Mapping the Big Picture. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Actions
Develop a common grading and reporting
procedure, specifying expectations, for each grade
level; notify parents of expectations.
Action Type: Equity
Teachers will meet to determine if there are any
gaps or repetitions in the curriculum and revise as
necessary; teachers will determine read alouds by
Person
Timeline
Responsible
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
Resources
Source of
Funds
Administrative
ACTION
Staff
$
BUDGET:
Teachers
ACTION
Title Teachers
$
BUDGET:
ACSIP
gread level to prevent repetitions.

Literacy teams will meet with 5th and 6th grade
literacy teams to ensure a seamless curriculum.
06/30/2015
John
Walker,
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Teachers PreK-4 through grade-level and vertical John

teams the language arts will evaluate curriculum to Walker
ensure that the common Core Standards are
addressed; use of standards will be documented.
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Review periodically (at least annually) the ACSIP

Plan.
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Title Teachers
Total Budget:
$0
Intervention: Improve test-taking skills

Scientific Based Research: Teaching Study Skills and Test-Taking Strategies to Elementary School Students.
(Deborah C. Beidel, Samuel M. Turner and Jill C. Taylor-Ferreira). Behavior Modification, Vol. 23, No. 4, 630646 (1999)
Actions
Teachers will implement test-taking strategies in their
classrooms.
Action Type: Equity
Through the desegregation of data, teachers will
determine if strategies implemented are effective. Three
years of CRT will be examined to determine if expected
growth is occuring. NRT data available will be examined
for growth patterns.
A celebration committee will develop appropriate
incentives and rewards for testing, attendance and
performance.
Teachers will analyze test data and released items to
determine test-taking skills needed; test taking
vocabulary will be a priority.
Employee Steven Walker, technology coordinator (.34
FTE-NSLA-) to provide on-going professional
development in the area of integration of technology into
the curriculum, provide professional development during
summer to classroom teachers in alignment of classroom
libraries with Reading Counts, Envision Math and
Common Core Standards and provides on-going support
Person
Timeline
Responsible
John
Walker
John
Walker,
Samantha
Johnson
and
classroom
teachers
John
Walker
John
Walker
John
Walker
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Resources
Teachers
Teachers
Teachers
Teachers
Source of
Funds
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
District
ACTION
Staff
$
BUDGET:
Teachers
ACSIP
for Reading Counts Program to the elementary school

instructional staff and progress monitoring students'
lexile scores and sharing data with staff in an effort to
decrease the achievement gap. He will also assist with
the implementation of the PARCC Assessments.
Total Budget:
Priority 2:
Supporting
Data:
$0
We will improve math skills and focus strongly on the main clusters in the PARCC Model Content
Frameworks.
1. All students in Math Performance in grades 3 and 4 in 2014 was 68.25% proficient/advanced.
TAG (Target Achievement Gap Group) in Math Performance in grades 3 and 4 in 2014 was
62.00% proficient/advanced. Students with Disabilities in Math Performance in grades 3 and 4 in
2014 was 45.45% proficient/advanced.
2. 2013-2014 Average Daily Attendance was 95%.
3.
Goal
We will develop a math curriculum that correlates standards, instruction, and assessment.
We will follow annual measurable objectives as provided by the Arkansas Department of Education.
AMO in grades 3 and 4 in Math Performance for 2015 is 86.46%. AMO in grades 3 and 4 in Math
Benchmark
Performance for TAG (Targeted Achievement Gap Group)for 2015 is 86.06% AMO is grades 3 and 4
Math Performance for Students with Disabilities for 2015 is 66.67%.
Intervention: Align math curriculum to the Common Core.
Scientific Based Research: 1. Jacobs, Heidi Hayes. (1997). Mapping the Big Picture. Alexandria, Virginia:
Association for Supervision and Curriculum Development. 2. Carpenter, Thomas P., Et' al. Children's
Mathematics: Cognitively Guided Instruction. Portsmouth, New Hampshire: Heinemann.
Actions
Person
Timeline
Responsible
Teachers PreK-4 will be trained in curriculum

mapping and alignment
John
Walker
Start:
07/01/2014
End:
06/30/2015
Each teacher will develop a math pacing guide

which will be reviewed/revised annually.
John
Walker
Align grade level math curriculum maps to

Common Core.
John
Walker
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
Vertical team meetings to determine repetitions and John

gaps in the curriculum.
Walker
Curriculum committee to review math curriculum
and implement strategies to improve math skills.
John
Walker
Resources
District Staff
Outside
Consultants
Teachers
Teachers
District Staff
Teachers
Source of
Funds
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
ACSIP
End:
06/30/2015
Inventory manipulatives and purchase needed

manipulatives, gr K-4.
John
Walker
Utilize the Math specialist from NAESC to model

the use of manipulatives and model CGI and
standards-based math strategies in the classrooms.
John
Walker,
Cindy
Merritt
Appoint a mathematics leadership team (composed

of an administrator, instructional facilitator,
elementary mathematics teachers and a special
education teacher)that will meet monthly to look at
mathematics research, and devise a plan for
mathematics education.
Action Type: Equity
Math Leadership Team (K-4) meet monthly to
discuss issues and concerns of the math
curriculum. Principal leads a book study
(Children's Mathematics: Cognitively Guided
Instruction).
Action Type: Equity
During the 2014-2015 school year we plan to use
the following protocol in evaluating, and adjusting,
the programs, processes, and activities that make
up the action descriptions within this
intervention/program: Math Diagnosis and
Intervention System (EnVision Mathematics). We
will use this data/information (Pre-Post Test for all
students) to determine whether the objective(s)of
this Intervention/Program was(were) achieved and
whether it has been successful in attaining the
anticipated participant outcome objectives.
Instructional Facilitator (Samantha Johnson) will
participate in ADE sponsored instructional
facilitator's training.
COMPREHENSIVE NEEDS ASSESSMENT: The
Izard County Consolidated School District formed
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker,
classroom
teachers
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Start:
07/01/2014
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
BUDGET:
Teaching Aids
ACTION
$
BUDGET:
Outside
ACTION
Consultants
$
BUDGET:
Teachers
Teaching Aids
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Administrative
ACTION
Staff
$
BUDGET:
Performance
Assessments
Teachers
Teachers
ACTION
$
BUDGET:
ACSIP
ACSIP Leadership Teams and analyzed test scores Samantha

from the 2014 administration of the 3-4th grade
Johnson
Augmented Benchmark and the K-4th grade ITBS
and SAT 10 Exams. The teams examined the
results for both the combined population and each
of the student subpopulations. The team identified
areas of weakness for each content area at each
grade level. In addition, the team reviewed
attendance, disciplinary and achievement data over
the past three years. Data was disaggregated for the
purpose of determining student learning and
behavior needs. The team looked at the trend in
order to better identify the areas of need and help
align classroom instruction with the curriculum
frameworks and or Common Core State Standards
in math. The building and district ACSIP
committees examined routines, customs, norms and
expectations in order to identify factors that impede
student achievement. To address variances and
work towards closing the achievement gap among
student cohorts, the instructional staff targeted
areas of the curriculum, instructional process,
assessment and professional development.
Modifications will be implemented during the
current year to implement effective instructional
programs, services and professional development
that will meet the needs of each student cohort. The
four content areas will be targeted for increase in
student achievement during the 2014-2015 school
year: literacy, math, science and social studies. The
building and district ACSIP Leadership Teams and
committees will meet regularly to review formative
and summative assessment data, as well as the
effectiveness of professional development offered
to district staff in continued effort to improve
student achievement and instructor knowledge in
each of the content areas of the curriculum.
ACTION
$
BUDGET:
End:
06/30/2015
Total Budget:
$0
Intervention: Implement performance assessment

Scientific Based Research: Reeves, Douglas B. (1998). Making Standards Work (2nd ed.). Denver: Center for
Performance Assessment
Actions
Person Responsible
Timeline
Conduct a Family Math/Literacy

Night
John Walker
Start:
07/01/2014
End:
06/30/2015
Resources
Source of
Funds
District Staff
ACTION
School
$
BUDGET:
Library
Teaching Aids
ACSIP
Teachers will implement

performance assessment in their
classrooms.
John Walker
Provide staff development on

implementing performance
assessment.
Action Type: Professional
Development
John Walker
Start:
07/01/2014
End:
06/30/2015
Review data to see if performance on Samantha Johnson

open response items have improved
as well as procedural skills.
Review and revise the ACSIP
annually.
Performance
ACTION
Assessments
$
BUDGET:
Teachers
Teaching Aids
Start:
07/01/2014
End:
06/30/2015
District Staff
Teachers
Start:
07/01/2014
End:
06/30/2015
District Staff
Performance
Assessments
John Walker, Samantha Start:

Johnson, Donna Ford and 07/01/2014
classroom teachers
End:
06/30/2015
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Total Budget:
$0
We will improve all students' mathematics procedure skills and ability to respond to open response
items.
Benchmark We will follow adequate yearly progress as determined by the Arkansas Department of Education.
Goal
Intervention: Implement strategies in mathematics utilizing CGI and Standards-based Mathematics training.
Scientific Based Research: Balanced Assessment for the Mathematics Curriculum (1999). New York: Dale
Seymour Publications.
Actions
Person
Timeline
Responsible
Resources
Source of Funds
Professional development in integration of John

writing in the math curriculum through open Walker
response items.
Start:
07/01/2014
End:
06/30/2015
Implement a program for writing in the

math curriculum.
John
Walker
Start:
07/01/2014
End:
06/30/2015
Teachers
Teaching
Aids
ACTION
BUDGET:
Develop or review available rubrics for

scoring student writing.
John
Walker
Start:
07/01/2014
End:
06/30/2015
Outside
ACTION
Consultants
BUDGET:
Teachers
Horizontal or vertical exchange for scoring

of student writing
John
Walker
Start:
07/01/2014
End:
Performance
ACTION
Assessments
Outside
ACTION
Consultants
BUDGET:
Performance
Assessments
ACSIP
Action Type: Equity

Review data to see if the program for
writing in the math curriculum improved
math scores on the Primary and Intermediate
Benchmark exam.
Develop AIP for students below proficient
on the Benchmark exam and NRTs and
other assessments.
BUDGET:
06/30/2015
Teachers
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
Performance
ACTION
Assessments
BUDGET:
Teachers
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
District
ACTION
Staff
BUDGET:
Performance
Assessments
Teachers
Employ Sheila Booth, a highly qualified

John
instructional aide (.50 FTE) (Title I) to work Walker
with at risk students in K-4 mathematics
under the Highly Qualified Teacher. 2-4
students are determined by the NRT and
CRT and Kindergarten and 1st grade
students are determined by the teacher.
Action Type: Equity
Start:
08/19/2014
End:
05/28/2015
ACTION
BUDGET:
Samantha
Teachers will implement work stations
Johnson
during math that emphasize the main
clusters according to the PAARC Model
Content Frameworks. Stations will be
implemented throughout the year as each
main cluster is taught. Intervention stations
will also be available from the interventions
that are included with the Pearson/Scott
Foresman math series. Each grade will vary
accordingly.
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Employ Kelly Shelton (Title 1-FTE 1.0)as John

an instructional aide in Kindergarten under Walker
HQTs. The Kindergarten Instructional Aide
provides assistance to the teacher in any and
all tasks regarded as necessary in the
conduct of a class both in and outside
students of the classroom and school
building. Each class meets the state
requirement to justify the instructional aide.
Action Type: Equity
Start:
08/18/2014
End:
05/29/2014
Elementary teachers will provide math

interventions 45 minutes a day 3 days a
week. We developed this amount of time
after taking their original 15 minutes of
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Samantha
Johnson

Salaries:
Benefits:
ACTION
BUDGET:
Title I Employee
Benefits:
Title I -
$16635
$3049.60
ACSIP
intervention time before guided reading,

their second recess, and the last 15 minute
block of the day to allow for enough time
for teachers to work with students in math.
Students that do not require extra help will
be given enrichment in math through
rotating stations in the classroom.(.032 FTE)
(Title 1) (Vicky Norton salary $1,321.60
and benefits $330.40) (Velna Everett salary
$1,321.60 and benefits $330.40) (Donna
Stevenson salary $1,321.60 and benefits
$330.40) (Takara Kinion salary $1,299.20
and benefits $324.80) (Shari Simino salary
$1,192 and benefits $298) (Michelle
McCord salary $1,219.20 and benefits
$304.80) (Courtney Selph salary $1,076.80
and benefits $269.20) (Amy Boles salary
$1,062.40 and benefits $265.60) (Lairen
Hall salary $1,062.40 and benefits $265.60)
(Teresa Harvell salary $1,321.60 and
benefits $330.40) This exceeds the
standards.
Employee $12198.40
Salaries:
ACTION
BUDGET:
Total Budget:
$15248
$31883
Intervention: Implement technology across the curriculum

Scientific Based Research: Reil, Margaret & Fulton, Kathleen (2001). The Role of Technology in Supporting
Learning Communities. Phi Delta Kappan, 518-523.
Actions
Person
Timeline
Responsible
All classrooms have internet connections

and smartboard technology.
All certified staff will be required to secure
a minimum of 6 hours of integrated
technology training and additional training
on the use of smart technology.
John
Start:
Walker,
07/01/2014
Donna Ford End:
06/30/2015
John
Start:
Walker
07/01/2014
End:
06/30/2015
Develop grade level goals for integrating

technology into the curriculum; monitor
use of technology in meeting goals.
John
Start:
Walker,
07/01/2014
Donna Ford End:
06/30/2015
Evaluate the integration of technology

throughout the curriculum by examining
lesson plans and classroom observations
John
Walker
Survey parents to determine numbers who John

have computers for home use, internet
Walker
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
Resources
Computers
Outside
Consultants
Source of Funds
ACTION
BUDGET:
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Computers
Teachers
Teaching Aids
Administrative
ACTION
Staff
BUDGET:
District Staff
ACSIP
accessibility, and what to include on the

school's web site
End:
06/30/2015
Employ a HQT elementary teacher (Donna John

Ford)(.10 FTE - NSLA salary $2,943 and Walker
benefits $880, to assist with technology
inclusion exceeding state standards and
monitoring and tracking lexile levels for all
students. Classes are scheduled into the
library which as 24 student computers and
Mrs. Ford works with students on
computerized research, collecting
information via the internet and produce
multimedia presentations and technology
based-projects throughout the year. Mrs.
Ford assists students in taking the
Scholastics Reading Inventory (SRI) to set
identify their baseline lexile score.
Total Budget:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
NSLA
(State281) $880.00
Employee
Benefits:
NSLA
(State281) $2943.00
Employee
Salaries:
ACTION
BUDGET:
$3823
$3823
Priority 3: We will improve the wellness of our students.
Supporting
Data:
1. 2013-2014 ADA was 95%.

2. 2013/2014 BMI data for male students in grades K-6 revealed 18.2% of students overweight,
12.5% obese, and 69.3% healthy/underweight. 2013/2014 BMI data for female students in
grades K-6 revealed 14.3% of students overweight, 22.1% obese, and 63.6%
healthy/underweight.
Students in grades K-4 will have a minimum of 150 minutes a week in physical education and
physical activity.
Benchmark Students will have attendence rate of 93 % or higher
Goal
Intervention: Students in K-4 will have 80 minutes of physical education per week and a minimum of 75 minutes
a week in physical activity in the form of free play.
Scientific Based Research: 1. Incorporating Physical Activity into Schools - Research Update, Melpomene
Journal, Fall-Winter, 2002. 2. Samuels, Christina A., Schools Respond to Federal "Wellness" Requirement. June,
14, 2006: Education Week. 3. Greifner, Laura., National PTA Aims to Restore Time for Recess. March 22, 2006:
Education Week.
Actions
Students will have phyical education for 80
minutes a week.
Students in grades K-4 will have physical activity
in the form of free play for a minimum of 75
minutes per week and as much as 150 minutes per
Person
Timeline
Responsible
Dennis
Theilemier,
John
Walker
John
Walker
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
Resources
Source of
Funds
Administrative
ACTION
Staff
$
BUDGET:
Teachers
ACTION
$
BUDGET:
ACSIP
week.
Students BMI data will be collected and compared
with the two preivious years to chart trends on
students weight.
Action Type: Equity
The principal will monitor compliance with the
district wellness policy and report to the
superintendent. School food service staff will
ensure that food service areas meet nutritional
policies and report to superintendent.
06/30/2015
John
Walker,
Tanna
Brashears
Start:
07/01/2014
End:
06/30/2015
John
Walker,
Joann
Shrable
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
District Staff
PROGRAM EVALUATION: During the 20142015 school year, we plan to use the following
protocol in evaluating and adjusting the programs,
processes, and activities that make up the action
descriptions within this intervention/program:
School Health Index Modules 1, 2, 3, 4, 5, and 8,
BMI results, and the APNA student survey. We
will use this data/information to determine whether
the objectives of this Intervention/Program were
achieved and whether it has been successful in
attaining the anticipated participant outcome/
objectives. We will report the results in our
2015/2016 ACSIP Plan and use those evaluation
results in making decisions that impact our future
instructional program.
John
Walker,
Tanna
Brashears,
Kensey
Wheat
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Ask the Izard County Sheriff's office to come out

and present the students with the effects of drugs
on your body.
Invite the CHASE team to come from the high
school to put on programs centered around being
drug free. They also interact and serve as role
models for the students at lunch and at recess.
John
Walker,
Samantha
Johnson
Start:
07/01/2014
End:
06/30/2015
John
Walker
Start:
07/01/2014
End:
06/30/2015
District Staff
Community
Leaders
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Total Budget:
$0
Planning Team
Classification
Classroom Teacher
Classroom Teacher
Name
Courtney Selph
Dennis
Thielemier
Position
3rd grade teacher
Math
Physical Education
Math
Committee
ACSIP
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Donna Stevenson
Jonathan Baker
Karen Nichols
Lairen Hall
1st grade teacher

Art
Special Education
1st grade teacher
Classroom Teacher
Michelle McCord Second Grade Teacher
Classroom Teacher
Shari Simino
Classroom Teacher
Takara Kinion
Classroom Teacher
Classroom Teacher
Classroom Teacher
Community Representative
District-Level Professional
Non-Classroom Professional
Staff
Staff
Staff
Staff
Staff
Parent
Parent
Parent
Principal
Principal
Teresa Harvell
Velna Everett
Vicky Norton
Melinda Wallis
Caren Warden
2nd grade teacher

Preschool Special
EducationTeacher
4th grade teacher
Kindergarten Teacher
Kindergarten Teacher
Community
Special Education/Speech
Donna Ford
Library Media Specialist
Literacy
Heather Everett
Preschool Director
Math
Kensey Wheat
Counselor
Parental Involvement
Nancy Farmer
Facilitator
Samantha
Instructional Facilitator
Johnson
Amber Morehead Parent
Jackie Densford Parent
Kelli Thomas
Parent
John Walker
Elementary Principal
John Walker
Coordinator
Literacy
Literacy
Math
Math
Literacy/Parental
Involvement
Math
Literacy
Math/Title I Advisory
Math
Literacy
Title I Advisory
Literacy
Literacy
Title I Advisory

14-15 Acsip-Elementary School

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14-15 Acsip-Elementary School

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ACSIP

Grade Span: K-4

Title I: Title I Schoolwide

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

Accelerated Reader, Reading Renaissance. [Brochure]. Madison, WI:Author./Robinson, G. (1990, April).

Fall SRI testing will be used for

Book Fairs will be conducted during

Donna Ford Start:

Organize a committee to review and

Purchase books for students reaching their Donna Ford Start:

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

Title I Materials & $300.00

Purchase Charlie Mae Simon and

Donna Ford Start:

Purchase guided reading books for

Model guided reading and reader's

Continuation of Instructional Facilitators

Teachers will develop and implement

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

ACSIP Leadership Teams and analyzed Johnson

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

Employee Steven Walker, (.17 FTE) (PD) John

Elementary teachers will provide literacy

Title II-A Employee $3355.00

Title I Employee $3049.60

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

Compare student's published pieces from

John Walker Start:

John Walker Start:

Title I Teaching Aids Materials

John Walker Start:

All students will receive explicit writing

Writing Instruction will be monitored

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conference with the teacher will be held to

John Walker Start:

Employ a K-4 Instructional Facilitator

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weakness in student performance.

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

will describe our intervention program.

Provide professional development through

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highly qualified instructional aide (.5

Title I Employee $31485.50

Intervention: Instruct K-1 students in phonemeic awareness

Provide teachers, and special education teachers,

All students will receive 10-15 minutes daily of

Implementation of phomenic awareness instruction

Parents will receive activities which may be done

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be informed of their child's progress.

Students who are shown to be at risk and some risk Samantha

Data from end of year PSF assessment in K and 1

Phonics and alphabet instruction is aligned with the

All students in grade K will receive alphabet

Teachers have been trained in Phonetic

file:///C|/Users/steven.walker/Downloads/ACSIP-elementary.htm[10/16/2014 1:21:57 PM]

The instructional facilitator and/or principal will

Parents will be informed of their child's progress in

Students who fail to meet the benchmark on LNF

All students will participate in a systematic, explicit