HMS ACSIP 2011-2012

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School Plan
  Print Version


  HUNTSVILLE MIDDLE SCHOOL
  PO Drawer F Huntsville, AR 72740

  Arkansas Comprehensive School Improvement Plan

  2011-2012



  We at Huntsville Middle School are united in guiding students to realize their greatest potential in both academics and character development.

   Grade Span: 6-8              Title I: Title I Schoolwide                                                       School Improvement: MS



  Table of Contents

  Priority 1: Literacy Skills
  Goal: IEP and LEP students will improve their performance in answering reading open response and multiple-choice questions and improve their
  performance in the domains of content and style in writing, and writing multiple-choice.
  Priority 2: Mathematics Skills
  Goal: IEP and LEP students will improve their performance in solving open-response problems and answering multiple choice questions.
  Priority 3: Wellness
  Goal: To create an environment that promotes the health and wellness of students and faculty members at Huntsville Middle School.
  Priority 4: English Language Learners & Title III Funding
  Goal: To utiltize ELL funding so that ELL students who are learning the English language will achieve full proficiency as measured by the ELDA
  and to reach proficiency on the augmented Benchmark exams in core academic areas.

                     Huntsville Middle School has adopted a Comprehensive Literacy Plan which focuses on word study, vocabulary, fluency
   Priority 1:
                     instruction, reading comprehension, and writing.
                   1.   Combined Population Grade 6 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
                        Proficient /Advanced: 2011: 180 students 76% 2010 151 students 74% 2009 166 students 62% The 3 year trend
                        analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
                        the lowest area(s) are: content passages. The 3 year trend analysis of the open response questions in the five
                        writing domains revealed that the lowest identified area(s) are: content and style. Combined Population: Grade 7
                        Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011: 159
                        students: 76% 2010: 162 students: 73% 2009: 163 Students: 67% The 3 year trend analysis of the open response
                        and multiple choice questions, in the three types of reading passages, revealed that the lowest area(s) are: practical
                        passage. The 3 year trend analysis of the open response questions in the five writing domains revealed that the
                        lowest identified area(s) are: content and style domains. Combined Population: Grade 8 Literacy
                        Augmented/Benchmark Exam # Tested & Percent of Students Scoring Proficient/Advanced: 2011: 162 students:
                        86% 2010: 167 students: 83% 2009: 162 Students: 79% The 3 year trend analysis of the open response and
                        multiple choice questions, in the three types of reading passages, revealed that the lowest area(s) are: literary
                        passage. The 3 year trend analysis of the open response questions in the five writing domains revealed that the
                        lowest identified area(s) are: content and style domain.
                   2.   Students with Disabilities (IEP) Grade 6 Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
                        Proficient /Advanced: 2011 Fewer than 10 tested 2010 Fewer than 10 tested 2009 10 Students 20% The 3 year
                        trend analysis of the open response and multiple choice questions, in the three types of reading passages, revealed
                        that the lowest area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response
                        questions in the five writing domains revealed that the lowest identified area(s) are: content and style. Students with
                        Disabilities (IEP): Grade 7 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
                        Proficient/Advanced: 2011: Fewer than 10 tested 2010: 11 students: 45% 2009: 12 Students: 42% The 3 year trend
Supporting Data:
                        analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
                        the lowest area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response
                        questions in the five writing domains revealed that the lowest identified area(s) are: content and style domains.
                        Students with Disabilities (IEP): Grade 8 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students
                        Scoring Proficient/Advanced: 2011: 12 students: 50% 2010: 13 students: 31% 2009: 18 Students: 6% The 3 year
                        trend analysis of the open response and multiple choice questions, in the three types of reading passages, revealed
                        that the lowest area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response
                        questions in the five writing domains revealed that the lowest identified area(s) are: content and style domain.
                   3.   Limited English Proficient (LEP) Grade 6 Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
                        Proficient /Advanced: 2011 Fewer than 10 tested 2010 Fewer than 10 tested 2009 13 Students 54% The 3 year
                        trend analysis of the open response and multiple choice questions, in the three types of reading passages, revealed
                        that the lowest area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response
                        questions in the five writing domains revealed that the lowest identified area(s) are: content and style. Limited
                        English Proficient (LEP): Grade 7 Literacy Benchmark Exam: # Tested & Percent of Students Scoring Proficient
                        /Advanced: 2011: Fewer than 10 tested 2010: 14 students 64% 2009: 10 Students 60% The 3 year trend analysis
                        of the open response and multiple choice questions, in the three types of reading passages, revealed that the lowest
                        area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response questions in
                        the five writing domains revealed that the lowest identified area(s) are: content and style. Limited English Proficient
                        (LEP): Grade 8 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring Proficient /Advanced:
                        2011: 11 students: 73% 2010: 10 students: 80% 2009: Fewer than 10 students The 3 year trend analysis of the
                        open response and multiple choice questions, in the three types of reading passages, revealed that the lowest
                        area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response questions in
     the five writing domains revealed that the lowest identified area(s) are: content and style domain.
4.   Economically Disadvantaged (SES): Grade 6 Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
     Proficient /Advanced: 2011 101 students 73% 2010 100 students 68% 2009 99 Students 53% The 3 year trend
     analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
     the lowest area(s) are: content passages. The 3 year trend analysis of the open response questions in the five
     writing domains revealed that the lowest identified area(s) are: content and style. Economically Disadvantaged
     (SES): Grade 7 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced:
     2011: 98 students: 71% 2010: 95 students: 62% 2009: 78 Students: 72% The 3 year trend analysis of the open
     response and multiple choice questions, in the three types of reading passages, revealed that the lowest area(s) are:
     practical passages. The 3 year trend analysis of the open response questions in the five writing domains revealed
     that the lowest identified area(s) are: content and style domains. Economically Disadvantaged (SES): Grade 8
     Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011: 96
     students: 81% 2010: 83 students 79% 2009: 74 Students 69% The 3 year trend analysis of the open response and
     multiple choice questions, in the three types of reading passages, revealed that the lowest area(s) are: literary
     passages. The 3 year trend analysis of the open response questions in the five writing domains revealed that the
     lowest identified area(s) are: content and style domain.
5.   Caucasian: Grade 6 Augmented/Benchmark Exam: # Tested & Percent of Students Scoring Proficient /Advanced:
     2011 166 students 76% 2010 138 students 76% 2009 149 Students 62% The 3 year trend analysis of the open
     response and multiple choice questions, in the three types of reading passages, revealed that the lowest area(s) are:
     content passages. The 3 year trend analysis of the open response questions in the five writing domains revealed that
     the lowest identified area(s) are: content and style. Caucasian: Grade 7 Literacy Augmented/Benchmark Exam: #
     Tested & Percent of Students Scoring Proficient/Advanced: 2011: 143 students: 77% 2010: 143 students: 74%
     2009: 148 Students: 79% The 3 year trend analysis of the open response and multiple choice questions, in the three
     types of reading passages, revealed that the lowest area(s) are: practical passages. The 3 year trend analysis of the
     open response questions in the five writing domains revealed that the lowest identified area(s) are: content and style
     domains. Caucasian: Grade 8 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
     Proficient/Advanced: 2011: 143 students: 87% 2010: 153 students: 82% 2009: 145 Students: 80% The trend
     analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
     the lowest area(s) are: literary passage. The trend analysis of the open response questions in the five writing
     domains revealed that the lowest identified area(s) are: content and style domain.
6.   African-American Grade 6, 7, and 8 Literacy Benchmark Exam: In 2011, 2010, and 2009, there were fewer than 10
     African American students in our school.
7.   Hispanic Grade 6 Augmented/Benchmark: # Tested & Percent of Students Scoring Proficient /Advanced: 2011 Fewer
     than 10 tested 2010 12 students 50% 2009 13 Students 62% The 3 year trend analysis of the open response and
     multiple choice questions, in the three types of reading passages, revealed that the lowest area(s) are: content
     passages. The 3 year trend analysis of the open response questions in the five writing domains revealed that the
     lowest identified area(s) are: content and style. Hispanic: Grade 7 Literacy Augmented/Benchmark Exam: # Tested
     & Percent of Students Scoring Proficient/Advanced: 2011: 12 students: 67% 2010: 15 students: 73% 2009: 12
     Students: 67% The 3 year trend analysis of the open response and multiple choice questions, in the three types of
     reading passages, revealed that the lowest area(s) are: practical passages. The 3 year trend analysis of the open
     response questions in the five writing domains revealed that the lowest identified area(s) are: content and style
     domains. Hispanic Grade 8 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
     Proficient/Advanced: 2011: 16 students: 75% 2010: 10 students: 80% 2009: 14 Students: 64% The 3 year trend
     analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
                          the lowest area(s) are: practical passages. The 3 year trend analysis of the open response questions in the five
                          writing domains revealed that the lowest identified area(s) are: content and style domains.
                      8. Attendance Rate: 2011: 99.6% 2010: 97.4% 2009: 96.5% After analysis of the attendance rate and benchmark
                          scores, attendance did not have an impact on benchmark results.
                      9. NORM REFERENCED TEST: Combined (Total) Population: Reading Comprehension, Grade 6: # Tested & Percent of
                          Students with an NPR of 50, or above: 2011: 180 students 56% 2010: 151 students 48.3 2009: 166 students 45.8%
                      10. NORM REFERENCED TEST: Combined Population: Reading Comprehension, Grade 7: # Tested & Percent of Students
                          with an NPR of 50, or above: 2011: 156 students 56% 2010: 162 students 61.7% 2009: 163 Students 64.4%
                      11. NORM REFERENCED TEST: Combined Population: Reading Comprehension, Grade 8: # Tested & Percent of Students
                          with an NPR of 50, or above: 2011: 161 students 55% 2010: 167 students 64.7% 2009: 163 Students 61.3% 2008:
                          182 students 62.6%


                 IEP and LEP students will improve their performance in answering reading open response and multiple-choice questions and
Goal
                 improve their performance in the domains of content and style in writing, and writing multiple-choice.
                 “The Combined Population and each Subpop MET the 2011 AYP target of 83.8% scoring Proficient/Advanced. It is expected
Benchmark        that each of these populations will meet, or exceed, the 2012 AYP Target of 91.9% scoring Proficient/Advanced, or make AYP
                 through either the “Safe Harbor” or “Growth” models.

Intervention: Huntsville Middle School uses the Comprehensive, Standards Based, Literacy Approach to comprehension instruction with
emphasis on monitoring comprehension, using graphic and semantic organizers, answering questions, generating questions, recognizing story
and text structure, summarizing, making use of prior knowledge and using mental imagery.
Scientific Based Research: Guiding Readers and Writers, Irene Fountas and Gay Su Pinnell, 2001. Strategies That Work: Teaching
Comprehension for Understanding and Engagement, Stephanie Harvey, and Anne Goudvis, 2007.
                                                            Person
Actions                                                                       Timeline     Resources               Source of Funds
                                                            Responsible
Comprehension instruction is aligned with the ELA           Teresa            Start:             Performance
Framework Standards 9 and 10. A curriculum pacing           Rutledge,         07/01/2011          Assessments      ACTION BUDGET:        $
guide is in place to identify benchmarks at each nine       Melissa Wright,   End:               Teachers
weeks.                                                      Michelle Marsh,   06/30/2012
Action Type: Alignment                                      Glenda
                                                            Thompson
Each teacher will utilize the explicit teaching procedure   Teresa            Start:             Performance
for comprehension instruction in literacy and core          Rutledge,         07/01/2011          Assessments      ACTION BUDGET:        $
curriculum classes. Whole group instruction and small       Melissa Wright,   End:               Teachers
group instruction will be utilized.                         Michelle Marsh,   06/30/2012
                                                                                                 Teaching Aids
Action Type: Alignment                                      Glenda
                                                            Thompson
English teachers will meet with the Literacy Specialist     Mike Cain,      Start:               Administrative
on a regular basis to plan for the implementaiton of        Teresa Rutledge 07/01/2011            Staff            ACTION BUDGET:        $
best practices that are chosen to help improve student                      End:                 Outside
achievement. The instructional leader will monitor the                        06/30/2012       Consultants
level of implementation of actions in our school's ACSIP                                      Teachers
plan based on classroom walk-throughs and
observations.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
All students will participate in comprehension strategy     Teresa            Start:          Teachers
instruction. This includes teacher explanation and          Rutledge,         07/01/2011                        ACTION BUDGET:   $
modeling of all comprehension strategies, followed by       Melissa Wright,   End:
guided practice and independent practice. Additional        Michelle Marsh,   06/30/2012
practice may be integrated in Transitional Literacy         Glenda
class, content classrooms, or as homework.                  Thompson
Action Type: Equity
Huntsville Middle School will utilize the Developmental     Teresa            Start:          Administrative
Reading Assessment (DRA) when needed as a                   Rutledge,         07/01/2011       Staff            ACTION BUDGET:   $
placement tool for levelizing reading instruction to meet   Melissa Wright,   End:            Outside
the needs of the students. Progress will be monitored       Michelle Marsh,   06/30/2012       Consultants
regularly with the use of accelerated reading quizzes       Glenda
                                                                                              Performance
and quarterly with TLI Module Assessments at each           Thompson
                                                                                               Assessments
grade level. The Benchmark will be the outcome
assessment for reading comprehension.
                                                                                              Teachers
Action Type: Program Evaluation
Literacy Teachers will serve as a model classroom for       Teresa            Start:          Outside
Comprehensive Literacy instruction through Literacy         Rutledge,         07/01/2011       Consultants      ACTION BUDGET:   $
Lab to continue to learn about comprehension                Literacy and      End:            Teachers
instruction. Teachers will utilize the text, Strategies     Content           06/30/2012
That Work. Additional professional development              teachers
activities will be available for content teachers to
further comprehension instruction.
Action Type: Professional Development
Parents will be informed of student progress in             Teresa Rutledge Start:            Administrative
comprehension. A list of suggested activities will be       and literacy    07/01/2011         Staff            ACTION BUDGET:   $
provided to parents as needed.                              teachers        End:              Performance
Action Type: Parental Engagement                                            06/30/2012         Assessments
                                                                                              Teachers


Students identified as not meeting the expectation for      Teresa Rutledge Start:            Performance
success will receive additional comprehension strategy      and Literacy    07/01/2011         Assessments      ACTION BUDGET:   $
instruction through small group instruction and focused teachers             End:            Teachers
point in time remediation in deficient areas in the                          06/30/2012
classroom and transition literacy class. Progress will be
monitored until expectations are met.
Action Type: AIP/IRI
Students will participate in additional reading through      Teresa          Start:          Teachers
Gifted and Talented programs and content classrooms.         Rutledge,       07/01/2011                     ACTION BUDGET:      $
Action Type: Equity                                          Lonnie Roach,   End:
                                                             Content         06/30/2012
                                                             Teachers
It is the goal of Huntsville Middle School that all    Teresa Rutledge       Start:          Performance
students be proficient in reading comprehension. The   and Literacy          07/01/2011       Assessments   ACTION BUDGET:      $
program will be evaluated by the increase in the       teachers              End:            Teachers
number of students meeting or exceeding proficiency in                       06/30/2012
reading on the Benchmark.
Action Type: Program Evaluation
Hire personnel (1 FTE) (Literacy Instructional               Mike Cain       Start:          Teachers      Title I -
Facilitator) to provide special literacy guidance,                           07/01/2011                     Employee    $55000.00
information and resources to students, faculty, and                          End:                           Salaries:
administration. This includes salary and benefits.                           06/30/2012
                                                                                                            Title I -
Action Type: Professional Development
                                                                                                            Employee    $13750.00
                                                                                                            Benefits:

                                                                                                            ACTION
                                                                                                                           $68750
                                                                                                            BUDGET:
Purchase materials and supplies for Literacy                 Teresa Rutledge Start:          Teachers      Title VI State
Instructional Facilitator for use in Literacy Lab and                        07/01/2011                     - Materials & $5000.00
other literacy instructional programs. The instructional                     End:                           Supplies:
facilitator will assist in curriculum alignment with state                   06/30/2012
curriculum documents; alignment of classroom
                                                                                                            ACTION
assessment with statewide exams; instructional                                                                              $5000
                                                                                                            BUDGET:
strategies; professional development and
implementation of training; choosing standard-based
instructional materials; understanding of current
research; advantageous arrangement of the
instructional day; and integrating technology into
instruction.
Action Type: Professional Development
Purchase materials and supplies for instructional          Teresa Rutledge Start:          Teachers
purposes such as books for classroom libraries,                            07/01/2011                        ACTION BUDGET:      $
professional resource books, student assessment                            End:
materials, etc. Books that interest at-risk students, to                   06/30/2012
include ELL and students with disabilities, will be
purchased for students in grades 6-8. Calculators and
math manipulatives will be purchased to be used with
6-8 math students in supplemental math instructional
activities.
Action Type: Alignment
PROFESSIONAL DEVELOPMENT: All teachers will have            Mike Cain,    Start:           Administrative   PD (State-
the opportunity to participate in the school, and district, Principal     07/01/2011        Staff            223) -
professional development plan. Teachers will use an                       End:                                             $8000.00
                                                                                           Teachers         Purchased
instrument developed by the district professional                         06/30/2012                         Services:
development committee to evaluate the effectiveness
                                                                                                             PD (State-
of the professional development plan, the course
                                                                                                             223) -
offerings and the effectiveness of the knowledge                                                                           $1000.00
                                                                                                             Materials &
gained. Annually, upon review of the test data, the
                                                                                                             Supplies:
professional development committee will develop a
professional development plan for the school and
individual teachers. All new teachers (first 3 years) and                                                    ACTION
                                                                                                                             $9000
teachers in need of assistance will be assigned a                                                            BUDGET:
mentor to assist them in reaching their professional
development goals. All teachers will have the
opportunity to have input regarding the district and
building level professional development plan. The
district will provide all teachers and administrators with
no less than 60 hours of professional development to
include: 6 hours of technology and 2 hours of parental
involvement (3 hours of Parental Involvement for
Administrators) 2 hours of PD for those who teach
Arkansas History and training in Data Disagregation,
Instructional Leadership and Fiscal Management for
Administrators. Teachers will have the opportunity to
evaluate the benefit of the professional development
activities and provide feedback on needed changes.
Special Needs funding (PD) will be used to support the
following initiatives and training:The Learning Institute,
Math LINKS, Subject Specific Pacing Guide Curriculum,
TRIAND, and other subject specific initiatives supported
by NWAESC and ADE. Monies budgeted for salaries and
benefits are for stipends that will be paid for work done
after regular contracted hours and responsibilities.
Monies are budgeted for materials to facilitiate the staff
development activities.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Teachers will meet periodically in order to plan for the     Mike Cain,   Start:          Administrative
implementation of best practices that are chosen to          Principal    07/01/2011       Staff            ACTION BUDGET:   $
help improve student achievement. Vertical and                            End:            Teachers
horizontal team meetings will be held quarterly. The                      06/30/2012
actions described in our school’s ACSIP plan are
monitored to determine how closely aligned they are
with the mission of our school. Action Type:
Professional Development Action Type: Collaboration
Action Type: Collaboration
Action Type: Professional Development
ON a Semi Annual Basis, all NRT, End of Course and      Mike Cain,        Start:          Administrative
Benchmark Data, along with other school-based data,     Principal         07/01/2011       Staff            ACTION BUDGET:   $
will be analyzed to determine curriculum, instruction,                    End:            District Staff
and staff development needs. The Learning Institute                       06/30/2012
                                                                                          Teachers
(TLI) pacing guides/modules will be adjusted for gaps
and redundancies. Students scoring below proficient
will have requirements to meet according to AIPs, and
individual professional development needs will be
determined and addressed. Our ACSIP plan will be
reviewed and modified based on the results of this data
analysis.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
The ACSIP committee will meet regularly to collaborate Mike Cain,         Start:          Administrative
and create/revise/evaluate the school ACSIP plan.      Principal          07/01/2011       Staff            ACTION BUDGET:   $
Action Type: Collaboration                                                End:            Community
                                                                          06/30/2012       Leaders
                                                                                          District Staff
                                                                                          Public Library
                                                                                      Teachers


SUMMATIVE EVALUATIONS: On a semi-Annual Basis,          Mike Cain,    Start:          Administrative
all NRT and CRT (End of Course and Benchmark)           Principal     07/01/2011       Staff            ACTION BUDGET:   $
assessments will be analyzed to determine curriculum,                 End:            District Staff
instruction, and staff development needs. Curriculum                  06/30/2012
maps will be adjusted for gaps and redundancies.
Students scoring below proficient will have
requirements to meet, according to AIPs, and individual
professional needs will be determined and addressed.
Each school year the ACSIP team will use these
Summative Evaluations to help make decisions as to
which Interventions are effective... which needs
revision, and which need to be abandoned.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
FORMATIVE Assessments: Huntsville Middle School          Mike Cain,   Start:          Administrative
uses the Renaissance Learning Program to monitor and Principal        07/01/2011       Staff            ACTION BUDGET:   $
assess student's needs in reading. Students take the                  End:            Central Office
STAR Reading test at the beginning of the year to                     06/30/2012
                                                                                      Computers
assist in determining independent student reading level
and identifying students who need
                                                                                      District Staff
enrichment/interventions. Renaissance Learning                                        Outside
accelerated reading quizzes are taken by students                                      Consultants
throughout the year. Scores and progress will be                                      Performance
analyzed continuously to determine level of student                                    Assessments
comprehension and guide classroom                                                     Teachers
instruction/reinstruction and identification of students
who may need interventions. Students scoring below
70% on AR quizzes will have focused point in time
remediation. Each individual student takes a STAR
Reading test at the end of the year to determine
growth in independent reading level. The following
information may be gained from the STAR test and AR
quizzes: misconceptions that students may have and
areas in need of differentiated instruction. Post-tests
are useful for determining student gains, as a
curriculum audit, and for professional development
planning.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Program Evaluation
SCHOOL LEADERSHIP TEAM: Closing the Achievement Mike Cain,              Start:          Administrative
Gap (Literacy): Regular quarterly meetings of our        Principal      07/01/2011       Staff            ACTION BUDGET:   $
(Literacy) ACSIP Leadership Committee will continue to                  End:            District Staff
be held. These meetings will focus on building capacity                 06/30/2012
                                                                                        Teachers
within our school. Each meeting agenda will include the
following Core Principles: A. The selection of research-
based, scientifically validated, Interventions designed
to improve our ability to improve student performance
on the Literacy portion of all High Stakes Exams. B. The
ongoing monitoring of student progress in order to
influence classroom instruction. C. The utilization of
Formative and Summative Assessment Data to make
decisions that impact: Curriculum, Instruction and
Professional Development. D. Coordination of resources
in order to better meet the needs of all students.
Written minutes of each meeting, along with a sign-in
sheet, will be kept and made available upon request.
The intent is that each Intervention, and Action, is
carefully monitored…through the collection of Formative
and Summative Data….so that those strategies which
prove ineffective can be revised, or abandoned. Our
ACSIP Plan will be revised each spring, and fall, in
order to keep it timely and valid in our efforts to
improve teaching and learning.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
ACADEMIC IMPROVEMENT PLANS (AIP): Appropriate              Mike Cain,   Start:
teachers and/or other school personnel knowledgeable       Principal    07/01/2011                        ACTION BUDGET:   $
about the student’s academic performance shall                          End:
evaluate students identified as scoring below proficient                06/30/2012
on the State Criterion Reference (CRT) exams. The
student’s 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 including the requirement that the student be
enrolled in Transition Literacy class during their regular
school day. Highly qualified staff will provide instruction
during Transitional Literacy class. The AIP will be
monitored and adjusted as the student makes
progress.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
Purchase Accelerated Reader Software Program license. Mari Gillham,   Start:          Public Library
This is a web based software program designed to      Mike Cain       07/01/2011      Teachers         ACTION BUDGET:   $
motivate students to read.                                            End:
Action Type: Technology Inclusion                                     06/30/2012
PROGRAM EVALUATION: "At the conclusion of the            Mike Cain,   Start:          Administrative
2010-2011 school year we evaluated this                  Principal    07/01/2011       Staff            ACTION BUDGET:   $
Intervention/Program for 6th, 7th and 8th grade                       End:            District Staff
through: Target Testing, and determined that it was                   06/30/2012
                                                                                      Performance
not effective in support of our Curriculum, Instruction,
                                                                                       Assessments
Assessment and Professional Development.
EVALUATION RESULTS: 6th Grade Target Test scores
                                                                                      Teachers
average 57% correct in August 2010 to an average of
55% correct in May 2011. 7th Grade Target Test scores
average 54% correct in August 2010 to an average of
56% correct in May 2011. 8th Grade Test scores
showed no change with an average of 53% correct in
August 2010 and May 2011. We believe the evidence
shows that Target Testing was not valuable in terms of
supporting our efforts to increase student achievement.
During the 2011-2012 school year, we plan to use the
following protocol in evaluating, and adjusting, the
programs, processes, and activities that make up the
action descriptions within this intervention/program:
The Learning Institute (TLI) quarterly module
assessments will be administered at each grade level
and results will be available to faculty. We will use this
data/information to determine whether the objectives
of this Intervention/Program were achieved and
whether it has been successful in attaining the
anticipated participant outcome, objectives. We will
report the results, in our 2012-2013 ACSIP Plan, and
use those evaluation results in making decisions that
impact our future instructional program."
Action Type: Program Evaluation
Purchase instructional supplies to supplement             Mike Cain,   Start:            District Staff   Title I -
curriculum. Materials may include books, calculators,     Principal    07/01/2011        Teachers         Materials &   $5591.00
science experiment supplies, math manipulatives,                       End:                                Supplies:
reading materials, and other supplemental materials as                 06/30/2012
                                                                                                           Title I -
needed to enhance the curriculum. Purchase smart
                                                                                                           Capital       $3000.00
board to provide for varied instructional experiences for
                                                                                                           Outlay:
the students.
Action Type: Collaboration                                                                                 NSLA
                                                                                                           (State-281)
                                                                                                                       $14000.00
                                                                                                           - Materials
                                                                                                           & Supplies:

                                                                                                           ACTION
                                                                                                                          $22591
                                                                                                           BUDGET:

COMPREHENSIVE NEEDS ASSESSMENT: We formed               Mr. Cain, Teresa Start:
ACSIP Leadership Teams and analyzed the test scores Rutledge             07/01/2011                        ACTION BUDGET:      $
from the 2011 administration of the 6th, 7th and 8th                     End:
grade Augmented Benchmark. We examined the results                       06/30/2012
from both the combined population and EACH
subpopulation. We conducted data analysis to
determine our main areas of weakness. In addition, we
studied the three most recent years of Attendance,
Disciplinary, Formative and Summative Achievement
Data across grade levels within our building. We
aggregated and disaggregated all the data for the
purpose of establishing student learning and behavioral
goals. We looked at our trend data in order to better
identify the specific areas of need and help align
classroom instruction with our curriculum, assessment
and professional development. We examined our
routines, customs, and norms in order to dig deeper for
the root cause why more of our students are not
achieving to their full potential. We are modifying our
Curriculum, Instruction, Assessment and Professional
Development practices to better meet the needs of all
our populations. Based on our Data Analysis we came
to the conclusion that the following areas reflect our
greatest need within the Literacy or Priority: LEP and
IEP. We will select Interventions and coordinate our
various state and federal funding sources to address
these areas. IN addition, we meet in Literacy teams
weekly and as an entire staff quarterly so that we can
review formative, "real time" classroom performance
data for the purpose of making decisions regarding the
direction, and focus, of our Classroom Instruction.
Action Type: Alignment
Action Type: Program Evaluation
Purchase updated computers for the labs for students         Debbie Holt,       Start:              District Staff         NSLA
to enhance classroom learning, use the internet for          Mike Cain          07/01/2011          Teachers               (State-281)
research, improve writing skills, and produce research                          End:                                                    $70000.00
                                                                                                                            - Capital
documents.                                                                      06/30/2012                                  Outlay:
Action Type: Equity
Action Type: Technology Inclusion
                                                                                                                            ACTION
                                                                                                                                            $70000
                                                                                                                            BUDGET:

Total Budget:                                                                                                                            $175341

Intervention: Huntsville Middle School uses a Comprehensive, Standards Based, Literacy approach to Word Study/Spelling as students
progress through the within-word stage, syllable juncture stage and derivational constancy stage as noted in Word Journeys (2000).
Scientific Based Research: Word Journeys, Kathy Ganske, 2000.
                                                                  Person
Actions                                                                              Timeline       Resources                    Source of Funds
                                                                  Responsible
Word Study/Spelling is aligned with the ELA Framework        Teresa Rutledge,        Start:                Performance
Standard 11. The Learning Institue pacing guide/module is in Melissa Wright,         07/01/2011             Assessments           ACTION
place to identify benchmarks at each nine weeks of each      Michelle Marsh,         End:                                                          $
                                                                                                           Teachers              BUDGET:
grade.                                                       Glenda                  06/30/2012
Action Type: Alignment                                       Thompson
Each grade level will provide explicit instruction in Word        Teresa Rutledge,   Start:                Performance
Study/Spelling according to the pacing guide/module.              Melissa Wright,    07/01/2011             Assessments           ACTION
Action Type: Alignment                                            Michelle Marsh,    End:                                                          $
                                                                                                           Teachers              BUDGET:
                                                                  Glenda             06/30/2012
                                                                                                           Teaching Aids
                                                                  Thompson
The instructional leader will monitor the level of                Mike Cain, Teresa Start:           Administrative Staff
implementation in classrooms through observations and/or          Rutledge          07/01/2011       Outside              ACTION
Classroom Walk Throughs. The instructional leader will                              End:                                             $
                                                                                                      Consultants          BUDGET:
confer with the teacher to discuss the level of                                     06/30/2012
                                                                                                     Teachers
implementation.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
All students will participate in systematic and explicit Word     Teresa Rutledge,   Start:          Teachers
Study/Spelling instruction. This includes teacher explanation     Melissa Wright,    07/01/2011                          ACTION
and modeling of all word study/spelling skills, followed by       Michelle Marsh,    End:                                            $
                                                                                                                         BUDGET:
guided practice and independent practice. Additional practice     Glenda             06/30/2012
may be integrated in transitional literacy class, content and     Thompson
elective classes, or as homework.
Action Type: Equity
Students will be screened with the Developmental Spelling         Teresa Rutledge,   Start:          Performance
Analysis (DSA) as needed for placement of instruction. Word       Melissa Wright,    07/01/2011       Assessments        ACTION
Study/Spelling progress will be monitored through student         Michelle Marsh,    End:                                            $
                                                                                                     Teachers           BUDGET:
writing samples and quarterly TLI module assessments. The         Glenda             06/30/2012
mechanics portion of the benchmark will be used as an end-        Thompson
of-year outcome assessment.
Action Type: Program Evaluation
Teachers will serve as a model classroom for Comprehensive        Teresa Rutledge,   Start:          Outside
Literacy instruction based on training through Literacy Lab to    Melissa Wright,    07/01/2011       Consultants        ACTION
continue to learn about Word Study/Spelling. Teachers will        Michelle Marsh,    End:                                            $
                                                                                                     Teachers           BUDGET:
continue to utilize the text, Word Journeys (2000).               Glenda             06/30/2012
Action Type: Professional Development                             Thompson
Parents will be informed of student progress in Word              Teresa Rutledge,   Start:          Administrative Staff
Study/Spelling. A list of suggested activities will be provided   Melissa Wright,    07/01/2011      Performance          ACTION
to parents when necessary.                                        Michelle Marsh,    End:                                            $
                                                                                                      Assessments          BUDGET:
Action Type: Parental Engagement                                  Glenda             06/30/2012
                                                                                                     Teachers
                                                                  Thompson

Students identified on the DSA or class assessments as not        Teresa Rutledge,   Start:          Performance
meeting proficiency will receive additional Word                  Melissa Wright,    07/01/2011       Assessments        ACTION
Study/Spelling instruction through small group instruction        Michelle Marsh,    End:                                            $
                                                                                                     Teachers           BUDGET:
and focused point in time remediation in the deficient area in    Glenda             06/30/2012
the classroom and the transition literacy class. Progress will    Thompson
be monitored according to the feature continuum in Word
Journeys (2000).
Action Type: AIP/IRI
Huntsville Middle School will evaluate the Word                Teresa Rutledge,   Start:          Performance
Study/Spelling program based on the progress made in the       Melissa Wright,    07/01/2011       Assessments            ACTION
mechanics domain of writing on the Benchmark exam.             Michelle Marsh,    End:                                              $
                                                                                                  Teachers               BUDGET:
Action Type: Program Evaluation                                Glenda             06/30/2012
                                                               Thompson
English Speakers of Other Languages (ESOL) learners will be Mike Cain             Start:          Teaching Aids
involved in all areas of literacy instruction. Supplemental                       07/01/2011                              ACTION
instructional materials will be purchased to provide learning                     End:                                              $
                                                                                                                          BUDGET:
aides with regard to the learning problems of ESOL students.                      06/30/2012
Instructional materials will be purchased to provide language
appropriate instructional and supplemental (enrichment)
materials for ESOL students.
Action Type: Equity
Hire English Speakers of Other Language (ESOL)teachers         Mike Cain          Start:          Teachers
(0.21.66 FTE)who will teach ESOL students in all areas of                         07/01/2011                              ACTION
literacy instruction. This will include salary and benefits.                      End:                                              $
                                                                                                                          BUDGET:
Action Type: Program Evaluation                                                   06/30/2012
FORMATIVE EVALUATION: Individual student's growth in           Mike Cain,         Start:          Performance
spelling will be evaluated on a regular basis through teacher- principal          07/01/2011       Assessments            ACTION
selected writing assignments,daily oral language practice,                        End:                                              $
                                                                                                  Teachers               BUDGET:
and quarterly TLI module assessments. The goal of these                           06/30/2012
evaluations is to assist schools in gathering formative
assessment data that will allow them to monitor and modify
curriculum and instruction, resulting in increased student
achievement. Early writing samples and DOL practice allows
educators to assess prerequisite knowledge, to modify
pacing guides, and to identify students who need
enrichment/intervention. The following information may be
gained from the assessments: misconceptions, that students
may have, and areas in need of differentiated instruction.
Later writing samples and DOL assessments are useful for
determining student gains, as a curriculum audit, and for
professional development planning. Students identified as
not meeting the necessary benchmarks according to the
pacing guide will recieve focused point in time remediation in
the deficient area.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Professional Development
PROGRAM EVALUATION: "At the conclusion of the 2010-2011 Mike Cain,                Start:          Administrative Staff
school year we evaluated this Intervention/Program for 6th, Principal           07/01/2011          District Staff       ACTION
7th and 8th grade through: Target Testing, and determined                       End:                                                         $
                                                                                                    Performance          BUDGET:
that it was not effective in support of our Curriculum,                         06/30/2012           Assessments
Instruction, Assessment and Professional Development.
                                                                                                    Teachers
EVALUATION RESULTS: 6th Grade Test scores average 57%
correct in August 2010 to an average of 55% correct in May
2011. 7th Grade Test scores average 54% correct in August
2010 to an average of 56% correct in May 2011. 8th Grade
Test scores showed no change with an average of 53%
correct in August 2010 and May 2011. We believe the
evidence shows that Target Testing was not valuable in
terms of supporting our efforts to increase student
achievement. During the 2011-2012 school year, we plan to
use the following protocol in evaluating, and adjusting, the
programs, processes, and activities that make up the action
descriptions within this intervention/program: The Learning
Institute (TLI) quarterly module assessment will be
administered at each grade level and results will be available
to faculty. We will use this data/information to determine
whether the objectives of this Intervention/Program were
achieved and whether it has been successful in attaining the
anticipated participant outcome, objectives. We will report
the results, in our 2012-2013 ACSIP Plan, and use those
evaluation results in making decisions that impact our future
instructional program."
Action Type: Program Evaluation
Total Budget:                                                                                                                            $0

Intervention: Huntsville Middle School uses the Comprehensive, Standards Based, Literacy approach to vocabulary instruction as detailed in
the texts, Bringing Words to Life (2002)and Building Academic Vocabulary (2005).
Scientific Based Research: Bringing Words to Life, Isabel Beck, Margaret McKeown & Linda Kucan, 2002. Building Academic Vocabulary,
Robert J. Marzano, 2005.
                                                            Person
Actions                                                                         Timeline     Resources                    Source of Funds
                                                            Responsible
Vocabulary instruction is aligned with the ELA Framework    Teresa Rutledge,    Start:              Performance
Standard 11. TLI Pacing guides/modules are in place to      Melissa Wright,     07/01/2011           Assessments           ACTION
identify benchmarks at each nine weeks.                     Michelle Marsh,     End:                                                         $
                                                                                                    Teachers              BUDGET:
Action Type: Alignment                                      Glenda Thompson     06/30/2012

The instructional leader will monitor the level of          Mike Cain, Teresa   Start:              Administrative
implementation in classrooms according to observations      Rutledge            07/01/2011           Staff                 ACTION            $
and/or Classroom Walk Throughs. The instructional leader                           End:            Outside          BUDGET:
will confer with the teacher to discuss the level of                               06/30/2012       Consultants
implementation.                                                                                    Teachers
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Teachers will utilize the explicit teaching procedure, as       Teresa Rutledge,   Start:          Teachers
noted in either texts, Bringing Words to Life (2002)and         Literacy and       07/01/2011                        ACTION
Building Academic Vocabulary (2005), for vocabulary             Content teachers   End:                                        $
                                                                                                                     BUDGET:
instruction in literacy, elective, and core curriculum classes.                    06/30/2012
Action Type: Alignment
All students will participate in explicit vocabulary            Teresa Rutledge,   Start:          Teachers
instruction. Additional practice may be integrated in           Literacy and       07/01/2011                        ACTION
transitional literacy class, elective and content classes, or   Content teachers   End:                                        $
                                                                                                                     BUDGET:
as homework.                                                                       06/30/2012
Action Type: Equity
Diagnostic assessments will be administered as needed to        Teresa Rutledge,   Start:          Performance
those students shown to be at risk of reading failure.          Melissa Wright,    07/01/2011       Assessments      ACTION
Vocabulary progress will be monitored through student           Michelle Marsh,    End:                                        $
                                                                                                   Teachers         BUDGET:
writing samples, quarterly TLI module assessments ,and          Glenda Thompson    06/30/2012
reading records.
Action Type: Program Evaluation
Huntsville Middle School literacy teachers will serve as        Teresa Rutledge,   Start:          Outside
model classrooms for Comprehensive Literacy instruction         Literacy and       07/01/2011       Consultants      ACTION
based on Literacy Lab to continue to learn about vocabulary Content teachers       End:                                        $
                                                                                                   Teachers         BUDGET:
instruction. Teachers will utilize the texts, Bringing Words to                    06/30/2012
Life and Building Academic Vocabulary.
Action Type: Professional Development
Parents will be informed of student progress in vocabulary.     Teresa Rutledge,   Start:          Administrative
A list of suggested activities will be provided to parents      Melissa Wright,    07/01/2011       Staff            ACTION
when necessary.                                                 Michelle Marsh,    End:                                        $
                                                                                                   Performance      BUDGET:
Action Type: Parental Engagement                                Glenda Thompson    06/30/2012       Assessments
                                                                                                   Teachers


Students identified as not meeting the expectations for         Teresa Rutledge,   Start:          Performance
success will receive additional vocabulary instruction          Melissa Wright,    07/01/2011       Assessments      ACTION
through small group instruction and focused point in time       Michelle Marsh,    End:                                        $
                                                                                                   Teachers         BUDGET:
remediation in the deficient area in the classroom and          Glenda Thompson    06/30/2012
transitional literacy class.
Action Type: AIP/IRI
Students will participate in additional reading, to include a   Teresa Rutledge,   Start:          Teachers
variety in genres and subject areas.                            Melissa Wright,    07/01/2011                        ACTION
Action Type: Equity                                             Michelle Marsh,    End:                                        $
                                                                                                                     BUDGET:
                                                                Faye Madison,      06/30/2012
                                                                Glenda Thompson
Huntsville Middle School will evaluate the vocabulary           Teresa Rutledge,   Start:          Performance
program based on the progress made in reading (item-by-         Melissa Wright,    07/01/2011       Assessments      ACTION
item analysis) and writing (style) on the Benchmark.            Michelle Marsh,    End:                                        $
                                                                                                   Teachers         BUDGET:
Action Type: Program Evaluation                                 Glenda Thompson    06/30/2012

FORMATIVE EVALUATION: Vocabulary instruction will be        Mike Cain,             Start:
analyzed regularly through teacher created test items, TLI  Principal              07/01/2011                        ACTION
module assessments, Renaissance Learning computerized                              End:                                        $
                                                                                                                     BUDGET:
vocabulary quizzes, use of higher level questioning                                06/30/2012
techniques in the classroom, and teacher selected writing
assignments. The goal of these evaluations is to assist
schools in gathering formative assessment data that will
allow them to monitor and modify curriculum and
instruction, resulting in increased student achievement.
Students will be tested in literacy. A pre-test will be
administered at the beginning of the school year to assess
prerequisite knowledge, to modify pacing guides, and to
identify students who need enrichment/intervention. The
following information may be gained from the assessments:
misconceptions, that students may have, and areas in need
of differentiated instruction. Post-tests are useful for
determining student gains, as a curriculum audit, and for
professional development planning. Students identified as
not meeting the neccessary benchmarks according to the
pacing guide will recieve focused point in time remediation
in the deficient area.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
PROGRAM EVALUATION: "At the conclusion of the 2010-             Mike Cain,         Start:          Administrative
2011 school year we evaluated this Intervention/Program         Principal          07/01/2011       Staff            ACTION
for 6th, 7th and 8th grade through: Target Testing, and                            End:                                        $
                                                                                                   District Staff   BUDGET:
determined that it was not effective in support of our                             06/30/2012
                                                                                                   Performance
Curriculum, Instruction, Assessment and Professional
                                                                                                    Assessments
Development. EVALUATION RESULTS: 6th Grade Test                                                        Teachers
scores average 57% correct in August 2010 to an average
of 55% correct in May 2011. 7th Grade Test scores average
54% correct in August 2010 to an average of 56% correct
in May 2011. 8th Grade Test scores showed no change with
an average of 53% correct in August 2010 and May 2011.
We believe the evidence shows that Target Testing was not
valuable in terms of supporting our efforts to increase
student achievement. During the 2011-2012 school year,
we plan to use the following protocol in evaluating, and
adjusting, the programs, processes, and activities that
make up the action descriptions within this
intervention/program: The Learning Institute (TLI)
quarterly module assessment will be administered at each
grade level and results will be available to faculty. We will
use this data/information to determine whether the
objectives of this Intervention/Program were achieved and
whether it has been successful in attaining the anticipated
participant outcome, objectives. We will report the results,
in our 2012-2013 ACSIP Plan, and use those evaluation
results in making decisions that impact our future
instructional program."
Action Type: Program Evaluation
Total Budget:                                                                                                                            $0

Intervention: Huntsille Middle School uses the Comprehensive, Standard Based, Literacy approach for fluency instruction.
Scientific Based Research: The Fluent Reader, Timothy V. Rasinski, 2003.
                                                                 Person
Actions                                                                             Timeline     Resources                 Source of Funds
                                                                 Responsible
Fluency instruction is aligned with the ELA Framework            Teresa Rutledge,   Start:             Performance
Standard 11.                                                     Melissa Wright,    07/01/2011          Assessments        ACTION
Action Type: Alignment                                           Michelle Marsh,    End:                                                     $
                                                                                                       Teachers           BUDGET:
                                                                 Glenda Thompson    06/30/2012

Literacy teachers will provide explicit instruction in fluency   Teresa Rutledge,   Start:             Teachers
as a part of the core reading program.                           Melissa Wright,    07/01/2011                             ACTION
Action Type: Alignment                                           Michelle Marsh,    End:                                                     $
                                                                                                                           BUDGET:
                                                                 Glenda Thompson    06/30/2012
The instructional leader will monitor the level of               Mike Cain, Teresa Start:              Administrative Staff
implementation in classrooms according to the observation        Rutledge          07/01/2011          Outside              ACTION          $
protocol and/or Classroom Walk Through. The instructional                          End:
leader will confer with the teacher to discuss the level of                         06/30/2012       Consultants   BUDGET:
implementation.                                                                                     Teachers
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
All students will participate in fluency instruction. This       Teresa Rutledge,   Start:          Teachers
includes teacher explanation and modeling of all fluency         Melissa Wright,    07/01/2011                     ACTION
skills, followed by guided practice and independent practice.    Michelle Marsh,    End:                                     $
                                                                                                                   BUDGET:
Additional practice may be integrated in transitional literacy   Glenda Thompson    06/30/2012
class.
Action Type: Equity
FORMATIVE EVALUATION: Reading fluency progress will be           Teresa Rutledge,   Start:          Performance
periodically monitored with grade level texts. Students not      Melissa Wright,    07/01/2011       Assessments   ACTION
meeting the benchmark for that period will recieve focused       Michelle Marsh,    End:                                     $
                                                                                                    Teachers      BUDGET:
point in time remediation in the deficient area.                 Glenda Thompson    06/30/2012
Action Type: Program Evaluation
Huntsville Middle School literacy teachers will serve as a       Teresa Rutledge,   Start:          Outside
model classroom for Comprehensive Literacy training              Melissa Wright,    07/01/2011       Consultants   ACTION
through Literacy Lab to continue to learn about fluency          Michelle Marsh,    End:                                     $
                                                                                                    Teachers      BUDGET:
instruction. Teachers will continue to utilize the text, The     Glenda Thompson    06/30/2012
Fluent Reader.
Action Type: Professional Development
Parents will be informed of student progress in fluency. A list Teresa Rutledge,    Start:          Performance
of suggested activities will be provided to parents when        Melissa Wright,     07/01/2011       Assessments   ACTION
necessary.                                                      Michelle Marsh,     End:                                     $
                                                                                                    Teachers      BUDGET:
Action Type: Parental Engagement                                Glenda Thompson     06/30/2012

Students identified as not meeting the expectation for           Teresa Rutledge,   Start:          Performance
success will receive additional fluency instruction through      Melissa Wright,    07/01/2011       Assessments   ACTION
small group instruction or focused point in time remediation     Michelle Marsh,    End:                                     $
                                                                                                    Teachers      BUDGET:
in the deficient area in the classroom and transition literacy   Glenda Thompson    06/30/2012
class.
Action Type: AIP/IRI
Students will participate in additional reading through Gifted Teresa Rutledge,     Start:          Teachers
and Talented, elective and content classrooms.                 Lonnie Roach,        07/01/2011                     ACTION
Action Type: Equity                                            Linda Hepler,        End:                                     $
                                                                                                                   BUDGET:
                                                               Content Teachers     06/30/2012
Huntsville Middle School expects all students to meet the        Teresa Rutledge,   Start:          Performance
end-of-year fluency benchmark. The program will be               Melissa Wright,    07/01/2011       Assessments   ACTION    $
evaluated by increasing the number of students meeting       Michelle Marsh, End:                    Teachers              BUDGET:
each benchmark.                                              Glenda Thompson 06/30/2012
Action Type: Program Evaluation
PROGRAM EVALUATION: "At the conclusion of the 2010-           Mike Cain,         Start:              Administrative Staff
2011 school year we evaluated this Intervention/Program for Principal            07/01/2011          District Staff       ACTION
6th, 7th and 8th grade through: Target Testing, and                              End:                                                        $
                                                                                                     Teachers             BUDGET:
determined that it was not effective in support of our                           06/30/2012
Curriculum, Instruction, Assessment and Professional
Development. EVALUATION RESULTS: 6th Grade Test scores
average 57% correct in August 2010 to an average of 55%
correct in May 2011. 7th Grade Test scores average 54%
correct in August 2010 to an average of 56% correct in May
2011. 8th Grade Test scores showed no change with an
average of 53% correct in August 2010 and May 2011. We
believe the evidence shows that Target Testing was not
valuable in terms of supporting our efforts to increase
student achievement. During the 2011-2012 school year, we
plan to use the following protocol in evaluating, and
adjusting, the programs, processes, and activities that make
up the action descriptions within this intervention/program:
The Learning Institute (TLI) quarterly module assessment
will be administered at each grade level and results will be
available to faculty. We will use this data/information to
determine whether the objectives of this
Intervention/Program were achieved and whether it has
been successful in attaining the anticipated participant
outcome, objectives. We will report the results, in our 2012-
2013 ACSIP Plan, and use those evaluation results in making
decisions that impact our future instructional program."
Action Type: Program Evaluation
Total Budget:                                                                                                                              $0

Intervention: Huntsville Middle School uses the Comprehensive, Standards Based, Literacy approach to writing instruction to include writing-
to-learn, writing-to-demonstrate learning, and authentic writing.
Scientific Based Research: Guiding Readers and Writers, Irene Fountas and Gay Su Pinnell, 2001. Craft Lessons: Teaching Writing K-8 2nd
Edition, Ralph Fletcher, Joann Portalupi, 2007. Mechanically Inclined: Building Grammar, Usage, and Style Into Writer's Workshop, Jeff
Anderson, 2005.
                                                              Person
Actions                                                                          Timeline     Resources                    Source of Funds
                                                              Responsible
Writing instruction is aligned with the ELA Framework         Teresa Rutledge,   Start:              Performance
Standards 4, 5, 6, and 7. A pacing guide is in place to       Melissa Wright,    07/01/2011           Assessments
identify benchmarks at each nine-weeks.                          Michelle Marsh,    End:            Teachers           ACTION
Action Type: Alignment                                           Glenda             06/30/2012                                      $
                                                                                                                        BUDGET:
                                                                 Thompson
Each teacher will utilize the explicit teaching procedure for    Teresa Rutledge,   Start:          Performance
writing instruction in literacy, elective and core curriculum    Literacy           07/01/2011       Assessments        ACTION
classes.                                                         Teachers, and      End:                                            $
                                                                                                    Teachers           BUDGET:
Action Type: Alignment                                           Content Teachers   06/30/2012
                                                                                                    Teaching Aids


The instructional leader will monitor the level of               Mike Cain, Teresa Start:           Administrative Staff
implementation in classrooms according to observations           Rutledge          07/01/2011       Outside              ACTION
and/or Classroom Walk Throughs. The instructional leader                           End:                                             $
                                                                                                     Consultants          BUDGET:
will confer with the teacher to discuss the level of                               06/30/2012
                                                                                                    Teachers
implementation.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
All students will participate in writing instruction. This       Teresa Rutledge,   Start:          Teachers
includes teacher explanation and modeling of all writing         Melissa Wright,    07/01/2011                          ACTION
skills, followed by guided practice, and independent practice.   Michelle Marsh,    End:                                            $
                                                                                                                        BUDGET:
Additional practice may be implemented in transition             Glenda             06/30/2012
literacy, content, and elective classes                          Thompson
Action Type: Equity
Progress in writing will be monitored during each nine-weeks     Teresa Rutledge,   Start:          Performance
with TLI pacing/module assessments. The Benchmark will be        Melissa Wright,    07/01/2011       Assessments        ACTION
the outcome assessment for writing.                              Michelle Marsh,    End:                                            $
                                                                                                    Teachers           BUDGET:
Action Type: Program Evaluation                                  Glenda             06/30/2012
                                                                 Thompson
Literacy teachers will serve as model classrooms for             Teresa Rutledge,   Start:          Outside
Comprehensive Literacy training through Literacy Lab to          Melissa Wright,    07/01/2011       Consultants        ACTION
continue to to learn more about effective writing instruction.   Michelle Marsh,    End:                                            $
                                                                                                    Teachers           BUDGET:
Teachers will utilize the texts, Guided Readers and              Glenda             06/30/2012
Writers(2001) and/or Scaffolding Young Writers(2001)and          Thomnpson
Craft Lessons (1998).
Action Type: Professional Development
Parents will be informed of student progress in writing. A list Teresa Rutledge,    Start:          Performance
of suggested activities will be provided to parents.            Melissa Wright,     07/01/2011       Assessments        ACTION
Action Type: Parental Engagement                                Michelle Marsh,     End:                                            $
                                                                                                    Teachers           BUDGET:
                                                                Glenda              06/30/2012
                                                                Thompson
Students identified as not meeting the expectation for            Teresa Rutledge,   Start:          Performance
success will receive additional writing instruction in small      Melissa Wright,    07/01/2011       Assessments        ACTION
groups and focused point in time remediation in the deficient     Michelle Marsh,    End:                                            $
                                                                                                     Teachers           BUDGET:
area in the English classroom and transitional literacy class.    Glenda             06/30/2012
Progress will be monitored with classroom observations and        Thompson
assessments until the expectation is met.
Action Type: AIP/IRI
Students will participate in rigorous writing instruction         Teresa Rutledge, Start:            Teachers
through literacy classess, content classes and Gifted and         Linda Hepler, and 07/01/2011                           ACTION
Talented Programs.                                                Content teachers End:                                              $
                                                                                                                         BUDGET:
Action Type: Equity                                                                 06/30/2012
It is the goal of Huntsville Middle School that all students be   Teresa Rutledge    Start:          Performance
proficient in writing. The program will be evaluated by the       and Literacy       07/01/2011       Assessments        ACTION
increased number of students meeting or exceeding                 teachers           End:                                            $
                                                                                                     Teachers           BUDGET:
proficiency in writing on the Benchmark.                                             06/30/2012
Action Type: Program Evaluation
FORMATIVE EVALUTATION: Individual student progress in           Mike Cain,           Start:          Outside
writing will be analyzed continuously through teacher           Principal            07/01/2011       Consultants        ACTION
selected writing assignments and TLI module assessments.                             End:                                            $
                                                                                                     Performance        BUDGET:
The goal of these evaluations is to assist schools in gathering                      06/30/2012       Assessments
formative assessment data that will allow them to monitor
                                                                                                     Teachers
and modify curriculum and instruction, resulting in increased
student achievement. Students will be maintain a writing
portfolio in grades 6-8. Early writing samples allow educators
to assess prerequisite knowledge, to modify pacing guides,
and to identify students who need enrichment/intervention.
The following information may be gained from on-going
writing samples: misconceptions, that students may have,
and areas in need of differentiated instruction. Post-writing
samples are useful for determining student gains, as a
curriculum audit, and for professional development planning.
Students identified as not meeting the necessary
benchmarks for success will recieve focused point in time
remediation in the deficient area.
Action Type: AIP/IRI
Action Type: Professional Development
Action Type: Program Evaluation
Transition to High School: Our Middle School will continue to Mike Cain,             Start:          Administrative Staff
provide a variety of opportunities for our students to        Principal              07/01/2011      District Staff       ACTION
transition into the high school setting. Such activities will                        End:                                            $
                                                                                                     Teachers             BUDGET:
include: Freshmen Orientation, Registration, School Wide                             06/30/2012
Tours, Open House prior to the start of the next school year,                                    Title Teachers
Teacher contact with families prior to the first day of school,
Conferences needed to meet IEP and 504 requirements will
be scheduled.
Action Type: Collaboration
Action Type: Parental Engagement
PROGRAM EVALUATION: "At the conclusion of the 2010-           Mike Cain,         Start:          Administrative Staff
2011 school year we evaluated this Intervention/Program for Principal            07/01/2011      District Staff       ACTION
6th, 7th and 8th grade through: Target Testing, and                              End:                                            $
                                                                                                 Performance          BUDGET:
determined that it was not effective in support of our                           06/30/2012
                                                                                                  Assessments
Curriculum, Instruction, Assessment and Professional
Development. EVALUATION RESULTS: 6th Grade Test scores
                                                                                                 Teachers
average 57% correct in August 2010 to an average of 55%
correct in May 2011. 7th Grade Test scores average 54%
correct in August 2010 to an average of 56% correct in May
2011. 8th Grade Test scores showed no change with an
average of 53% correct in August 2010 and May 2011. We
believe the evidence shows that Target Testing was not
valuable in terms of supporting our efforts to increase
student achievement. During the 2011-2012 school year, we
plan to use the following protocol in evaluating, and
adjusting, the programs, processes, and activities that make
up the action descriptions within this intervention/program:
The Learning Institute (TLI) quarterly module assessment
will be administered at each grade level and results will be
available to faculty. We will use this data/information to
determine whether the objectives of this
Intervention/Program were achieved and whether it has
been successful in attaining the anticipated participant
outcome, objectives. We will report the results, in our 2012-
2013 ACSIP Plan, and use those evaluation results in making
decisions that impact our future instructional program."
Action Type: Program Evaluation
Homeless children are identified as those who lack a fixed,   Freda Waters,      Start:          District Staff
regular, and adequate nighttime residence. This includes      Homeless Liaison   07/01/2011                          ACTION
students who live in shelters, motels, hotels, trailer parks,                    End:                                            $
                                                                                                                     BUDGET:
campgrounds, cars, parks, public places, buses, train                            06/30/2012
stations, abandoned buildings, and/or students who are
abandoned, awaiting foster care, or doubled up with relatives
or friends. Huntsville School District has designated a local
homeless liaison, Freda Waters, to insure that school staff,
secretaries, counselors, etc. understand the broad scope of
the law's definition of homeless and to work to coordinate
local efforts to ensure that homeless children are identified,
they are enrolled in school, and they have opportunities for
academic success. The district has identified 190 homeless
students and provides transportation to and from school,
free breakfast and lunch, and free textbooks. The district
shall reserve $4750 of Title I funds to provide services to
homeless children (This is determined by multiplying the
number of students by $25 for each student.) The district
has determined that these funds shall be used to purchase
materials and supplies (such as paper, pencils, pens,
crayons, calculators, etc.) to insure that homeless students
have supplies comparable to other students. This activity is
supplemental to the program already implemented with state
or local funds.
Action Type: Equity
Total Budget:                                                                                                                         $0

Intervention: Establish a 7th-12th grade Alternative Learning Environment Program.
Scientific Based Research: Improving the Problem Skills of At Risk High School Mathematics Students through Cooperative Work Groups and
Computer Assisted Instruction, Brickle, Woodrow, II., 1990-12-00.
                                                              Person
Actions                                                                     Timeline     Resources               Source of Funds
                                                              Responsible
Establish an ALE committee to include principals,             Steve         Start:             Community
counselors, teachers, parents and students.                   Watkins       07/01/2011          Leaders           ACTION BUDGET:      $
Action Type: Collaboration                                                  End:               District Staff
                                                                            06/30/2012

ALE Committee will meet to develop the Alternative            Steve         Start:             Community
Learning Environment plan. The plan will include strategies   Watkins       07/01/2011          Leaders           ACTION BUDGET:      $
to serve students from Huntsville Middle School (Grades 6-                  End:               District Staff
8), Huntsville High School (Grades 9-12), and St Paul High                  06/30/2012
School (Grades 7-12).
Action Type: Collaboration
Hire 0.14 FTE ALE Instructor to teach 6th grade ALE           Shelby        Start:             Administrative    ALE (State-
students. Monies are budgeted at the high school for          Sisemore      07/01/2011          Staff             275) -
grades 7-12.                                                                End:                                              $2000.00
                                                                                                                  Employee
Action Type: Equity                                                         06/30/2012                            Benefits:
                                                                                                                  ALE (State-
                                                                                                                              $7700.00
                                                                                                                  275) -
                                                                                                             Employee
                                                                                                             Salaries:

                                                                                                             ACTION
                                                                                                                          $9700
                                                                                                             BUDGET:

ALE Committee will meet to develop criteria for students to   Steve      Start:            Community
enter and exit the ALE program.                               Watkins    07/01/2011         Leaders          ACTION BUDGET:   $
Action Type: Collaboration                                               End:              District Staff
                                                                         06/30/2012

The ALE committee will meet to evaluate potential students Steve         Start:            Community
using established entrance criteria.                       Watkins       07/01/2011         Leaders          ACTION BUDGET:   $
Action Type: Equity                                                      End:              District Staff
                                                                         06/30/2012

The school will purchase A+ instructional software,          Mike Gray   Start:            Computers
classroom furniture, and general supplies for use in the ALE             07/01/2011                          ACTION BUDGET:   $
classroom. This money is budgeted on the High School                     End:
Plan.                                                                    06/30/2012
Action Type: Technology Inclusion
The ALE committee will meet annually to evaluate the          Steve      Start:            Community
effectiveness of the ALE program.                             Watkins    07/01/2011         Leaders          ACTION BUDGET:   $
Action Type: Program Evaluation                                          End:              District Staff
                                                                         06/30/2012

Students, who are identified as at-risk, will be placed in an Steve        Start:          Administrative
alternative learning environment (ALE) with access to         Watkins, ALE 07/01/2011       Staff            ACTION BUDGET:   $
services of a school counselor/mental health professional, a Teacher       End:            Teachers
nurse, and support services, all provided by the district.                 06/30/2012
The ALE will employ sufficient personnel 1 FTE in the core
academic content areas in order to meet the
student/teacher ratios (as outlined in section 4.02-Rules
Governing the Distribution of Student Special Needs
Funding-September, 2007) and allow students to secure
enough credits for graduation. Any student eligible for
special education services will continue to receive services
while in the ALE. Students will not be placed in the ALE
based on academic problems alone. Students placed,
otherwise intelligent and capable, may have one or more of
the following characteristics: Disruptive behavior, potential
drop out, personal or family problems, recurring
absenteeism, transition to or from residential programs or
conditions that negatively affect the student's academic
progress. (Abuse-physical, mental, sexual-, frequent
relocation of residency, homelessness, inadequate
emotional support, mental/physical health problems,
pregnancy, single parenting) Documentation shall be
maintained as to placement decisions made by the
Alternative Education Placement Team. All ALE teachers will
receive professional development pursuant to ADE Rules
and Regulations. The Alternative Learning Environment will
have as its goal to increase attendance of at-risk students
and to graduate them. Parent conferences will be required
for placement in the program and school personnel will be
in frequent contact with parents. The placement conference
will include the principal, counselor, teachers, parents, and
other appropriate personnel in order to make good
decisions about what services will be available while in the
ALE. If the student makes significant academic and/or
behavioral progress while in the ALE the student may be
exited from the program. The ALE Placement Team will
develop exit criteria. The ALE will meet all guidelines
required by the ADE and state laws.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
FORMATIVE EVALUATION: The Huntsville School District is Mike Cain,       Start:          District Staff
a collaborative participant in The Learning Institute        Principal   07/01/2011                        ACTION BUDGET:   $
Assessment initiative. The goal of interim assessment is to              End:
assist schools in gathering formative assessment data that               06/30/2012
will allow them to monitor and modify curriculum and
instruction, resulting in increased student achievement.
Students will be tested in literacy. Module 1 will be
administered early in the school year to assess prerequisite
knowledge, to modify pacing guides, and to identify
students who need enrichment/intervention. The following
information may be gained from the interim assessments:
misconceptions, that students may have, and areas in need
of differentiated instruction. The final Module assessments
are useful for determining student gains, as a curriculum
audit, and for professional development planning.
Action Type: Program Evaluation
SUMMATIVE ASSESSMENTS: On a Annual Basis, all NRT          Mike Cain-       Start:          Administrative
assessments, and TLI assessments will be analyzed to       Principal        07/01/2011       Staff            ACTION BUDGET:   $
determine curriculum, instruction, and professional                         End:            District Staff
development needs. Pacing guides will be adjusted for gaps                  06/30/2012
                                                                                            Teachers
and redundancies. Students scoring below proficient will
have individualized instruction to address deficiencies
according to their AIP. Scores on summative assessments
will used to guide professional development. The ACSIP
team will use these Summative Assessments to help make
decisions as to which Interventions are effective, which
need revision, and which need to be discontinued.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
PROGRAM EVALUATION: At the conclusion of the 2010-             Mike Cain,   Start:          Administrative
2011 school year we evaluated this Intervention/Program        Principal    07/01/2011       Staff            ACTION BUDGET:   $
through: ALE Exit Criteria and determined that it was                       End:            District Staff
effective in support of our Curriculum, Instruction,                        06/30/2012
                                                                                            Performance
Assessment and Professional Development. EVALUATION
                                                                                             Assessments
RESULTS: Of the 26 students that participated, 4 students
graduated from high school. During the 2011-2012 school
                                                                                            Teachers
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: ALE Exit Criteria. Assessment charts
will be created using data from these assessments. We will
use this data/information to determine whether the
objectives of this Intervention/Program were achieved and
whether it has been successful in attaining the anticipated
participant outcome, objectives. We will report the results,
in our 2012-2013 ACSIP Plan, and use those evaluation
results in making decisions that impact our future
instructional program.
Action Type: Program Evaluation
NEEDS ASSESSMENT: WE have analyzed the test results            Mike Cain    Start:          Administrative
from the 6th, 7th, and 8th grade Augmented Benchmard,                       07/01/2011
and NRT Exams. We have examined the results of the                            End:             Staff            ACTION BUDGET:   $
Combined Population and the various subpopulations. In                        06/30/2012      District Staff
addition, we have studied our graduation rate over the past
3 years. It is our aim to aggregate and disaggregate this
data for the purpose of determining student learning needs.
We have looked at the trends in order to better shape
instruction and align it with the curriculum frameworks, in
literacy and math. We recognize there are achievement
gaps between subpopulations and we are modifying our
curriculum, instruction, assessment and professional
development practices to better meet the needs of all our
populations.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
SCHOOLWIDE REFORM STRATEGIES: We are continually             Mike Cain,       Start:          Administrative
working toward aligning our curriculum and assessment        Principal        07/01/2011       Staff            ACTION BUDGET:   $
with the Arkansas Frameworks. We meet on a monthly                            End:            District Staff
basis to better align our instruction and curriculum…both                     06/30/2012
horizontally and vertically. Content area teams are in place
and meet daily, or weekly. We are looking for ways that our
various software and other technology programs can
compliment one another in order to provide a more
seamless design for instruction. We include strategies
designed to provide opportunities for all children to meet
the state’s Proficient and Advanced levels of student
academic achievement. We continually seek to incorporate
methods and instructional strategies that are based on
scientifically based research.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
INSTRUCTION BY HIGHLY QUALIFIED TEACHERS: Our                    Mike Cain,   Start:          Administrative
entire faculty is licensed in the areas they teach. All of our   Principal    07/01/2011       Staff            ACTION BUDGET:   $
Para pros meet “highly qualified” standards prior to their                End:            Central Office
being hired. We have a well-defined professional                          06/30/2012      District Staff
development program that insures each teacher is
acquiring the training they need to grow and develop in
their ability to meet the needs of our various populations.
Action Type: Equity
Action Type: Title I Schoolwide
PROFESSIONAL DEVELOPMENT: WE meet on a semi-annual Mike Cain,             Start:          Administrative
basis in order to evaluate our schoolwide needs. We offer to Principal    07/01/2011       Staff            ACTION BUDGET:   $
each teacher the opportunity to secure the required 60                    End:            District Staff
hours of professional development…including training in                   06/30/2012
                                                                                          Teachers
parental involvement and technology. Our administrators
are also trained in data analysis and parental involvement.
Our teachers, principals and Para pros are all included in
the design and implementation of our professional
development plan. Our ACSIP team meets yearly in order
to consider any modifications that may be necessary.
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
STRATEGIES TO ATTRACT HIGHLY QUALIFIED TEACHERS: Mike Cain,               Start:          Central Office
We advertise open job positions both locally and statewide. Principal     07/01/2011                        ACTION BUDGET:   $
We make every attempt to secure the most highly qualified                 End:
candidates for each position that becomes available. WE                   06/30/2012
work with the University of Arkansas in the placement of
their best teacher candidates in our school.
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
PARENT INVOLVEMENT: We use a variety of strategies to        Mike Cain,   Start:          Administrative
involve our parents in the education of their students. We   Principal    07/01/2011       Staff            ACTION BUDGET:   $
host parental engagement nights (literacy and math)                       End:            Community
whereby parents are invited to view models of proficient                  06/30/2012       Leaders
student work. We invite parents to participate as mentors
                                                                                          District Staff
in our school. We recruit parents to serve on ACSIP, and
other, committees. We host 2 parent teacher conferences
                                                                                          Teachers
each year in order to apprise the parents of the progress of
their child. Each fall we host a Title I Parent Engagement
Night whereby we inform parents of the programs and
opportunities available to them and their children. We
involve parents in the development of our parent
involvement policy…and the evaluation of the same. WE
have a parent-school compact that is sent home with each
student…with the signature of the parent secured.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Title I Schoolwide
TRANSITION: Each spring we host an evening where            Mike Cain,   Start:          Administrative
parents and students come to our school. These are the      Principal    07/01/2011       Staff            ACTION BUDGET:   $
parents of those students who will be transitioning from                 End:            District Staff
elementary to middle school the following fall. We offer an              06/30/2012
                                                                                         Teachers
orientation session for these students and their parents so
that they are more familiar with policies, procedures and
expectations at the middle school level. We also host a
parent night orientation for 8th grade families. We provide
information about entering high school including smart core
waivers and other curriculum information.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Title I Schoolwide
WE INVOLVE TEACHERS IN THE DECISION MAKING                  Mike Cain,   Start:          Administrative
PROCESS by holding frequent meetings where we obtain        Principal    07/01/2011       Staff            ACTION BUDGET:   $
feedback and ask for guidance in policy making. Our                      End:            Teachers
teachers meet once monthly for the purpose of engaging in                06/30/2012
data analysis. We continually seek to support an
educational climate whereby all our staff feels they have a
voice in how we shape the instructional program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
POINT IN TIME REMEDIATION: We offer the following        Mike Cain,      Start:          Teachers
activities and programs that serve as our remediation    Principal       07/01/2011                        ACTION BUDGET:   $
process for those students who score below proficient on                 End:
the 6th, 7th, and 8th grade Benchmark and CRT Exams:                     06/30/2012
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.. Each
student scoring below proficient has an AIP created with
the involvement of parents, teachers and counselors.
Parents are required to sign off on the AIP’s. Students are
also enrolled in courses necessary for remediation of those
skills necessary to pass the various EOC Exams. Each
Literacy and Math teacher provides 30 minutes of focused
small group and individual remediation, each day, for those
students who have an AIP.
Action Type: Alignment
Action Type: Equity
Action Type: Title I Schoolwide
WE COORDINATE AND INTEGRATE our various programs by Mike Cain,             Start:          Administrative
planning for how best the various funding sources can       Principal      07/01/2011       Staff            ACTION BUDGET:   $
support a seamless curriculum in our school. Whenever                      End:            District Staff
possible we combine federal and state resources in order to                06/30/2012
                                                                                           Teachers
provide supplemental services to our students. We are
always planning for how the various programs can
compliment one another as opposed to working in isolation.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
TITLE I SCHOOL/PARENT COMPACT: There will be an               Mike Cain,   Start:          Administrative
annual review and update of our Title I School/Parent         Principal    07/01/2011       Staff            ACTION BUDGET:   $
Compact. The compact will be distributed to each parent at                 End:            District Staff
the time a conference is held. There will be a meeting, in                 06/30/2012
                                                                                           Teachers
the fall, to encourage parents to have input into the Title I
program. The school will develop and distribute, at Open
House, this compact as a component of it's written parental
involvement policy. The compact is a written agreement
between the school and the parents of children served in
the Title I Schoolwide Program that identifies the 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. Parents, teachers, and students sign
the contract and it is returned to school and kept in
designated parent involvement folders. For those parents
who do not attend the Title I Open House meeting or P/T
conferences, the parent compact is sent home with the
student, and efforts are made to contact parents for the
purpose of inviting them to school and conferencing with
our administration and staff.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
PROFESSIONAL DEVELOPMENT: ALE Instructor will attend      Mike Cain-        Start:                 Teachers
training provided by the Arkansas Department of Education Principal         07/01/2011                                 ACTION BUDGET:          $
annually.                                                                   End:
Action Type: Professional Development                                       06/30/2012
Total Budget:                                                                                                                            $9700

Intervention: Huntsville Middle School will utilize the K-6 Alternative Learning Environment (A.L.E.) program as a transitional program to
meet the emotional, behavioral, and academic needs of our students. AR code 6-18-508, 6-18-509.
Scientific Based Research: Educational Design as a Quest for Congruence: The Need of Alternative Learning Design Tools, Der-Thang, Chen;
Hung, David; Wang, Yu-Mei, British Journal of Educational Technology, v38 n5 p876-884, Sep 2007.
                                                             Person
Actions                                                                          Timeline         Resources                  Source of Funds
                                                             Responsible
Students in Huntsville School District grades K-6 who have Mike Cain, Susan      Start:                 Administrative Staff
difficulty functioning successfully in a regular classroom  Gurley, Susan        07/01/2011             Central Office       ACTION
environment may be referred to the Alternative Learning     Stevens              End:                                                          $
                                                                                                        Teachers             BUDGET:
Environment program. The students degree of dysfunction                          06/30/2012
in the regular classroom will be determined by classroom
observations and standardized behavior questionnaires.
There must be sufficient evidence that the student has not
responded to standard disciplinary practices and there must
be documentation of classroom intervention strategies
attempted. Students will not be placed in A.L.E. based on
academic problems alone. To qualify for placement in the
Huntsville School District K-6 Alternative Learning
Environment, a student may excessively exhibit one or
more of the following behaviors: Coping with abuse,
dealing with health problems, moving frequently, lacking
permanent residency, dealing with personal/family
problems, dropping out of school, using inappropriate
language, ignoring/not responding to standard disciplinary
procedures, displaying physical aggression toward others,
harming him/herself, acting impulsively, lying regularly,
failing to finish classwork, arguing with others, disobeying
adults, and disrupting the learning process in the classroom
(Refer to 4,0,1.1 and 4.0.1.2 in ADE Rules governing
Student Special Needs-A.L.E.). Placement in A.L.E. will be
decided by a selection committee consisting of a building
principal, counselor, A.L.E. director/teacher, parent or
guardian, and regular classroom teacher. The selection
committee will identify which students are most able to
benefit from the program and give them priority for
placement.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
The Huntsville K-6 Alternative Learning Environment             Shelby Sisemore,      Start:          Teachers
Program will be staffed by one director/certified teacher.      Debbie Holt, Mike     07/01/2011                     ACTION
This teacher will be hired 0.5 fte for Watson Primary and       Cain, Will Pittman,   End:                                     $
                                                                                                                     BUDGET:
0.5 fte for Huntsville Intermediate School. The maximum         Susan Stevens         06/30/2012
number of students enrolled in the A.L.E. at any time will
be ten. This low adult-student ratio will enable the
academic, behavioral, and emotional needs of the students
to be met. The funding for A.L.E. is restricted state aid and
shall be spent on eligible activities as identified by law or
rule. A.L.E funding shall be carried over but, remain
restricted to priority areas.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Materials and supplies will be purchased to support the         Mike Cain, Susan      Start:          Computers
Alternative Learning Environment program. The curriculum        Stevens               07/01/2011      Performance   ACTION
is based on the frameworks from the Arkansas Standards                                End:                                     $
                                                                                                       Assessments   BUDGET:
and is aligned with both Watson Primary School (grades K-                             06/30/2012
2), Huntsville Intermediate School (grades 3-6), and
Huntsville Middle School (grade 6). Activities will be
interdisciplinary and involve active student participation.
Individual interventions will be planned based on the
analysis of student academic and behavioral assessments.
A.L.E. will not be punitive in nature but, will provide the
guidance, counseling, and academic support needed to help
the student succeed.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Action Type: Technology Inclusion
Huntsville's K-6 Alternative Education Environment            Mike Cain, Susan   Start:          Administrative Staff
program provides students an instructional program that is Stevens               07/01/2011      Teachers             ACTION
academically challenging and designed to meet the                                End:                                            $
                                                                                                                       BUDGET:
individual needs of the students. Therefore, the                                 06/30/2012
director/teacher will participate in appropriate professional
development activities such as literacy, math, character
education, behavior management, and other topics relevant
to the particular needs of students enrolled in the program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
PROGRAM EVALUATION:The goal of the Huntsville School         Mike Cain, Susan    Start:          Administrative Staff
District K-6 Alternative Learning Environment program is     Gurley, Susan       07/01/2011      Teachers             ACTION
for students to return to their regular classroom when they Stevens              End:                                            $
                                                                                                                       BUDGET:
are developmentally ready and function successfully in the                       06/30/2012
regular classroom. A point/level system will be used to
document student progress. When the student meets the
established criteria and maintains at Level III for at least
ten days, the Selection Committee will meet to discuss
transitioning the child back into his/her regular classroom.
During the transition conference, specific needs and
strategies are determined and an exit plan for support is
developed as the student begins the transition. At the
conclusion of the 2010-2011 school year, we evaluated this
program using the level/transition system and determined
it effectively met the emotional, behavioral, and academic
needs of our students. EVALUATION RESULTS: In 2010-
2011, of the 15 students who participated in the Alternative
Learning Environment program, 12 students (80%)
progressed to Level III. Out of those 15 students, 5
transitioned out of the program during the 2010-2011
school year and 2 are in the process of transitioning at the
beginning of the 2011-2012 school year. Therefore, 47% of
the students have either transitioned or are in the process
of transitioning back into their regular classroom. Also, 0
students moved and 2 students were enrolled in a
Therapeutic Day Treatment Program.In 2009-2010, of the
18 students who participated in the Alternative Learning
Environment program, 14 students (78%)progressed to
Level III. Out of those 18 students, 8 transitioned out of
the program during the 2009-2010 school year and 1 is in
the process of transitioning at the beginning of the 2010-
2011 school year. Therefore, 50% of the students have
either transitioned or are in the process of transitioning
back into their regular classroom. Also, one student moved
and one was enrolled in a Therapeutic Day Treatment
program. In 2008-2009, of the 16 students who
participated in the Alternative Learning Environment
program, 14 students (88%) progressed to Level III. Out of
those 16 students, 7 transitioned out of the program.
Therefore, 44% of the students enrolled in the program
during the 2008-2009 school year transitioned back into
their regular classroom. At the end of the academic school
year, the selection committee meets to evaluate the
progress of the A.L.E. program and discuss any changes or
improvements for the following school year. Also, all
formative and summative assessments used at Watson
Primary School, Huntsville Intermediate School, and
Huntsville Middle School are utilized to evaluate the
academic success of our Alternative Learning Environment
program. During the 2011-2012 school year, we plan to
use the same level/transition system in evaluating the
A.L.E. program. We will report the results in the 2012-2013
ACSIP plan and use those results in making decisions that
impact our future K-6 Alternative Learning Environment in
the Huntsville School District.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
Total Budget:                                                                                                                         $0

Priority 2:        Huntsville Middle School has implemented a curriculum based on the new Arkansas Mathematics Frameworks and NCLB.
Supporting Data:      1.   Combined Population; Grade 6 Math Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
     Proficient/Advanced: 2011: 180 students 82% 2010: 151 students 76% 2009: 166 Students 79% The lowest
     identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: number and operations. The lowest identified area(s) (based on the 3 year trend
     analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: number and
     operations. Combined Population: Grade 7 Math Augmented/Benchmark Exam: Combined Population: # Tested &
     Percent of Students Scoring Proficient/Advanced: 2011: 156 students 84% 2010: 162 students 83% 2009: 163
     students 79% The lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in
     the five mathematics strands, revealed weaknesses in: number and operations and measurement. The lowest
     identified area(s) (based on the 3 year trend analysis of the multiple choice questions), in the five mathematics
     strands, revealed weaknesses in: measurement. Combined Population: Grade 8 Math Augmented/Benchmark Exam:
     # Tested & Percent of Students Scoring Proficient/Advanced 2011: 162 students 69% 2010: 167 students 74%
     2009: 162 students 78% The lowest identified area(s) (based on the trend analysis of the open response questions)
     in the five mathematics strands, revealed weaknesses in: number and operations. The lowest identified area(s)
     (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses
     in: geometry. Combined Population: EOC Algebra Exam: # Tested & Percent of Students Scoring Proficient/Advanced
     2011: 17 students: 100% 2010: 20 students: 100% 2009: 26 Students: 100% The lowest identified area(s) (based
     on the 3 year trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses
     in: no weaknesses. The lowest identified area(s) (based on the 3 year trend analysis of the multiple choice
     questions), in the five mathematics strands, revealed weaknesses in: no weaknesses.
2.   Students with Disabilities (IEP): Grade 6 Math Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
     Proficient/Advanced: 2011: Fewer than 10 tested 2010: Fewer than 10 tested 2009: 10 Students 40% The lowest
     identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: number and operations. The lowest identified area(s) (based on the 3 year trend
     analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: number and
     operations. Students with Disabilities: Grade 7 Math Augmented/Benchmark Exam: # Tested & Percent of Students
     Scoring Proficient/Advanced 2011: Fewer than 10 tested 2010: 11 students: 64% 2009: 12 Studetns: 41% The
     lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: number and operations and measurement. The lowest identified area(s) (based on
     the 3 year trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
     measurement. Students with Disabilities: Grade 8 Math Augmented/Benchmark Exam: # Tested & Percent of
     Students Scoring Proficient/Advanced 2011: 12 students: 8% 2010: 13 students: 39% 2009: 18 Students: 22% The
     lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: number and operations. The lowest identified area(s) (based on the 3 year trend
     analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: geometry.
     Students with Disabilities: EOC Algebra Benchmark Exam: In 2011, 2010, and 2009 there were fewer than 10 IEP
     students tested in our school.
3.   Limited English Proficient (LEP): Grade 6 Math Augmented/Benchmark Exam: # Tested & Percent of Students
     Scoring Proficient/Advanced: 2011: Fewer than 10 tested 2010: Fewer than 10 tested 2009: 13 Students 77% The
     lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: number and operations. The lowest identified area(s) (based on the 3 year trend
     analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: number and
     operations. Limited English Proficient (LEP): Grade 7 Math Augmented/Benchmark Exam: # Tested & Percent of
     Students Scoring Proficient/Advanced: 2011: Fewer than 10 tested 2010: 14 students: 64% 2009: 10 Students:
     70% The lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in the five
     mathematics strands, revealed weaknesses in: number and operations. The lowest identified area(s) (based on the 3
     year trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
     number and operations. Limited English Proficient (LEP): Grade 8 Math Augmented/Benchmark Exam: # Tested &
     Percent of Students Scoring Proficient/Advanced: 2011: 11 students: 54% 2010: Fewer than 10 tested 2009: Fewer
     than 10 tested Limited English Proficient (LEP): EOC Algebra: In 2011, 2010, 2009 there were fewer than 10 LEP
     students tested in our school.
4.   Economically Disadvantaged (SES): Grade 6 Math Augmented/Benchmark Exam: # Tested & Percent of Students
     Scoring Proficient/Advanced: 2011: 101 students 78% 2010: 100 students 70% 2009: 99 Students 76% The lowest
     identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: number and operations. The lowest identified area(s) (based on the 3 year trend
     analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: number and
     operations. Economically Disadvantaged (SES): Grade 7 Math Augmented/Benchmark Exam: # Tested & Percent of
     Students Scoring Proficient/Advanced 2011: 98 students: 83% 2010: 95 students: 79% 2009: 78 Students: 76%
     The lowest identified area(s) (based on the trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: measurement and number and operations. The lowest identified area(s) (based on
     the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
     measurement. Economically Disadvantaged (SES)): Grade 8 Math Augmented/Benchmark Exam: # Tested & Percent
     of Students Scoring Proficient/Advanced 2011: 96 students: 62% 2010: 84 students: 69% 2009: 74 Students: 69%
     The lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in the five
     mathematics strands, revealed weaknesses in: numbers and operations. The lowest identified area(s) (based on the
     3 year trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
     geometry. Economically Disadvantaged (SES)): EOC Algebra Exam: In 2011, 2010, and 2009, there were fewer than
     10 SES students tested in our school.
5.   Caucasian: Grade 6 Math Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011: 166
     students 82% 2010: 138 students 77% 2009: 149 Students 79% The lowest identified area(s) (based on the 3 year
     trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in: number
     and operations. The lowest identified area(s) (based on the 3 year trend analysis of the multiple choice questions), in
     the five mathematics strands, revealed weaknesses in: number and operations. Caucasian: Grade 7 Math
     Augmented/Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced 2011: 143 students:
     84% 2010: 143 students: 84% 2009: 148 Students: 80% The lowest identified area(s) (based on the 3 year trend
     analysis of the open response questions) in the five mathematics strands, revealed weaknesses in: measurement
     and number operations. The lowest identified area(s) (based on the 3 year trend analysis of the multiple choice
     questions), in the five mathematics strands, revealed weaknesses in: numerical operations, algebra, geometry, and
     measurement. Caucasian: Grade 8 Math Augmented/Benchmark Exam: # Tested & Percent of Students Scoring
     Proficient/Advanced 2011: 143 students 71% 2010: 153 students: 75% 2009: 145 Students: 81% The lowest
     identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
     strands, revealed weaknesses in: numbers and operations. The lowest identified area(s) (based on the 3 year trend
     analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: geometry.
     Caucasian: EOC Algebra Exam: # Tested & Percent of Students Scoring Proficient/Advanced 2011: 16 students:
     100% 2010: 19 students: 100% 2009: 25 Students: 100% The lowest identified area(s) (based on the 3 year trend
     analysis of the open response questions) in the five mathematics strands, revealed weaknesses in: no weaknesses.
     The lowest identified area(s) (based on the 3 year trend analysis of the multiple choice questions), in the five
     mathematics strands, revealed weaknesses in: no weaknesses.
6.   African-American: Grade 6, 7, and 8 Math Benchmark Exam and EOC Algebra: In 2011, 2010, and 2009, there were
                         fewer than 10 African-American Students tested in our school.
                     7.  Hispanic: Grade 6 Math Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011: Fewer
                         than 10 tested 2010: 12 students 67% 2009: 13 Students 85% The lowest identified area(s) (based on the 3 year
                         trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in: numerical
                         operations, algebra, geometry, measurement, and data analysis probability. The lowest identified area(s) (based on
                         the 3 year trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
                         algebra, and measurement. Hispanic Grade 7 Math Benchmark Exam: # Tested & Percent of Students Scoring
                         Proficient/Advanced 2011: 12 students: 75% 2010: 15 students: 80% 2009: Fewer than 10 tested The lowest
                         identified area(s) (based on the trend analysis of the open response questions) in the five mathematics strands,
                         revealed weaknesses in: measurement and number operations. The lowest identified area(s) (based on the trend
                         analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in: numerical
                         operations, algebra, geometry, and measurement. Hispanic Grade 8 Math Benchmark Exam: 2011: 16 students:
                         63% 2010: 10 students: 50% 2009: Fewer than 10 tested The lowest identified area(s) (based on the trend analysis
                         of the open response questions) in the five mathematics strands, revealed weaknesses in: measurement and number
                         operations. The lowest identified area(s) (based on the trend analysis of the multiple choice questions), in the five
                         mathematics strands, revealed weaknesses in: numerical operations, algebra, geometry, and measurement.
                         Hispanic: EOC Algebra Exam: In 2011, 2010, and 2009 there were fewer than 10 Hispanic students tested in our
                         school.
                     8. Attendance Rate: 2011: 99.6% 2010: 97.4% 2009: 96.5% 2008: 95.8% After reviewing the attendance data, it
                         does not appear to have any affect on test results
                     9. NORM REFERENCED TEST: Combined (Total) Population Total Math, Grade 6: # Tested & Percent of Students with an
                         NPR of 50, or above: 2011: 180 students: 61% 2010: 151 students: 59.6% 2009: 166 Students: 63.3%
                     10. NORM REFERENCED TEST: Combined Population: Total Math, Grade 7: # Tested & Percent of Students with an NPR
                         of 50, or above: 2011: 156 students: 59% 2010: 162 students: 63.6% 2009: 163 Students: 71.2%
                     11. NORM REFERENCED TEST: Combined Population: Total Math, Grade 8: # Tested & Percent of Students with an NPR
                         of 50, or above: 2011: 161 students: 55% 2010: 167 students: 77.2% 2009: 163 Students: 76.7%


                 IEP and LEP students will improve their performance in solving open-response problems and answering multiple choice
Goal
                 questions.
                 The Combined Population and each Subpop MET the 2011 AYP target of 73.41% scoring Porficient/Advanced. It is expected
Benchmark        that each of these populations will meet, or exceed, the 2012 AYP Target of 82.28% scoring Proficient/Advanced, or make
                 AYP through either the "Safe Harbor" or "Growth" models.

Intervention: Implementation of Comprehensive, Standards-Based Mathematics Instruction.
Scientific Based Research: Understanding by Design Author: Jay McTighe and Grant
                                                        Person
Actions                                                                      Timeline     Resources                 Source of Funds
                                                        Responsible
Math teachers will collaborate to align their curriculum Belinda Stafford,   Start:             Teachers
to the Arkansas math frameworks both horizontally        Math Teachers       07/01/2011                              ACTION BUDGET:        $
and vertically. The curriculum will be reviewed yearly                       End:
after receipt of Benchmark and TLI Test data to                              06/30/2012
identify strengths and weaknesses.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Math teachers will adopt pacing guides that are        Mike Cain,Belinda Start:            Teachers
aligned to the Arkansas math frameworks.               Stafford, Math    07/01/2011                          ACTION BUDGET:   $
Action Type: Alignment                                 teachers          End:
Action Type: Collaboration                                               06/30/2012
All math teachers will administer formative and        Math teachers,      Start:          Teachers
summative assessments.The results will be evaluated    Belinda Stafford    07/01/2011                        ACTION BUDGET:   $
by teachers during math meetings and shared with                           End:
parents through progress reports and/or parent                             06/30/2012
conferences.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Math teachers will continue standards-based learning Mike Cain,            Start:          District Staff
strategies using assessments and on-line lesson plans. Belinda Stafford    07/01/2011      Teachers         ACTION BUDGET:   $
Action Type: Collaboration                                                 End:
Action Type: Professional Development                                      06/30/2012
Action Type: Technology Inclusion
Math teachers will integrate inquiry-based learning    MIke Cain,          Start:          Outside
strategies appropriate to the building level.          Belinda Stafford,   07/01/2011       Consultants      ACTION BUDGET:   $
Action Type: Alignment                                 Math teachers       End:            Teachers
Action Type: Collaboration                                                 06/30/2012
Action Type: Professional Development
TLI as well as other remediation materials will be used Belinda            Start:          Teachers
with students who are not proficient on the benchmark Stafford,Math        07/01/2011                        ACTION BUDGET:   $
exams.                                                  teachers           End:
Action Type: AIP/IRI                                                       06/30/2012
Action Type: Collaboration
Use the results of 5th, 6th and 7th grade Benchmark    Mike Cain,          Start:          Performance
tests, Iowa Algebra Aptitude Test, as well as other    Belinda Stafford,   07/01/2011       Assessments      ACTION BUDGET:   $
evaluation instruments and teacher recommendations     Mike Jones, Math    End:
to place students in appropriate math classes.         teachers            06/30/2012
Action Type: AIP/IRI
Action Type: Collaboration
Teachers will continue the implementation of problem- Belinda Stafford,    Start:          Teachers
solving skills and strategies similar to those needed on Teresa Rutledge   07/01/2011                        ACTION BUDGET:   $
the Benchmark exam.                                                        End:
Action Type: Collaboration                                                  06/30/2012
Action Type: Program Evaluation
Schedule a meeting with parents of incoming seventh      Mike Cain, Susan   Start:          Teachers
grade students to explain the Smart Core/Core            Gurley, Sheila     07/01/2011                        ACTION BUDGET:       $
curriculum.                                              Trinkle            End:
Action Type: Collaboration                                                  06/30/2012
Action Type: Program Evaluation
Purchase materials and supplies for instructional        Belinda Stafford   Start:          Computers        Title VI State
purposes such as calculators and math instructional                         07/01/2011      Teaching Aids    - Materials & $4000.00
software. Purchase laptops for instructors to use with                      End:                              Supplies:
existing smartboards.                                                       06/30/2012
                                                                                                              Title VI State
Action Type: Alignment
                                                                                                              - Capital      $3000.00
Action Type: Technology Inclusion
                                                                                                              Outlay:

                                                                                                              ACTION
                                                                                                                              $7000
                                                                                                              BUDGET:

Hire personnel (.86 FTE) (Math Instructional           Mike Cain            Start:          Teachers         NSLA
Facilitator) to provide special math guidance,                              07/01/2011                        (State-281)
information and resources to students, faculty, and                         End:                                          $12000.00
                                                                                                              - Employee
administration. This includes salary and benefits. The                      06/30/2012                        Benefits:
instructional facilitator will assist in curriculum
                                                                                                              NSLA
alignment with state curriculum documents; alignment
                                                                                                              (State-281)
of classroom assessment with statewide exams;                                                                             $48250.00
                                                                                                              - Employee
instructional strategies; professional development and
                                                                                                              Salaries:
implementation of training; choosing standard-based
instructional materials; understanding of current
research; advantageous arrangement of the                                                                     ACTION
                                                                                                                             $60250
instructional day; and integrating technology into                                                            BUDGET:
instruction.
Action Type: Collaboration
Purchase materials and supplies for Math Intervention Belinda Stafford      Start:          Teaching Aids
Facilitator for use in math instructional programs.                         07/01/2011                        ACTION BUDGET:       $
Action Type: Alignment                                                      End:
                                                                            06/30/2012
PROFESSIONAL DEVELOPMENT: All teachers will have Mike Cain,                 Start:          Administrative
the opportunity to participate in the school and district Principal         07/01/2011       Staff            ACTION BUDGET:       $
professional development plan. Teachers will use an                         End:            Teachers
instrument developed by the district professional                           06/30/2012
development committee to evaluate the effectiveness
of the professional development plan, the course
offerings and the effectiveness of the knowledge
gained. Annually, upon review of the test data, the
professional development committee, working under
the guidelines of the district professional development
plan, will develop a professional development plan for
the school and individual teachers based on
information obtained through data analysis. All new
teachers (first 3 years) and teachers in need of
assistance will be assigned a mentor to assist them in
reaching their professional development goals and
needs. All teachers will have the opportunity to have
input regarding the district and building level
professional development plan. The district will
provide all teachers and administrators with no less
than 60 hours of professional development including 6
hours of technology and 2 hours of parental
involvement (3 hours of Parental Involvement for
Administrators) and for those who teach Arkansas
History, 2 hours of training in that subject. Teachers
will have the opportunity to evaluate the benefit of the
professional development activities and provide
feedback on needed changes.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
SUMMATIVE ASSESSMENTS: On a Annual Basis, all           Mike Cain,   Start:          Administrative
NRT (ITED), End-of-Course and Benchmark Data,           Principal    07/01/2011       Staff            ACTION BUDGET:   $
along with TLI test data, will be analyzed to determine              End:            Teachers
curriculum, instruction, and staff development needs.                06/30/2012
Pacing guides will be adjusted for gaps and
redundancies. Students scoring below proficient will
have individualized instruction to address deficiencies
according to AIPs. Scores on summative assessments
will be used to guide professional development. The
ACSIP team will use summative assessments to
evaluate the success of present interventions and to
determine if adjustment are necessary.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Teachers will meet quarterly in order to plan for the  Mike Cain            Start:          Administrative
implementation of best practices that are chosen to                         07/01/2011       Staff            ACTION BUDGET:   $
help improve student achievement. One faculty                               End:            Teachers
meeting date a month will be reserved for vertical and                      06/30/2012
horizontal team meetings. The actions described in
our school’s ACSIP plan are monitored to determine
how closely aligned they are with the mission of our
school.
Action Type: Collaboration
Action Type: Professional Development
FORMATIVE ASSESSMENTS: The Huntsville School            Belinda Stafford,   Start:          District Staff
District will develop formative assessments using TLI   Math Coach          07/01/2011      Performance      ACTION BUDGET:   $
materials that will allow them to monitor and modify                        End:             Assessments
curriculum and instruction, resulting in increased                          06/30/2012
student achievement. Students will be tested in
6th,7th, and 8th grade mathematics as well as 8th
grade Algebra I.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
All math teachers will use strategies from Math         Belinda Stafford,   Start:          Outside
Links,Arkansas STRIVE Program, College Readiness        Math Facilitator    07/01/2011       Consultants      ACTION BUDGET:   $
and TLI.                                                                    End:            Teachers
Action Type: Professional Development                                       06/30/2012

SCHOOL LEADERSHIP TEAM Closing the Achievement Mike Cain,                   Start:          Administrative
Gap (Math): Regular quarterly meetings of our (Math) Principal              07/01/2011       Staff            ACTION BUDGET:   $
ACSIP Leadership Committee will continue to be held.                        End:            District Staff
These meetings will focus on building capacity within                       06/30/2012
                                                                                            Teachers
our school. Each meeting agenda will include the
following Core Principles: A. The selection of research-
based, scientifically validated, Interventions designed
to improve our ability to improve student performance
on the Math portion of all High Stakes exams. B. The
ongoing monitoring of student progress in order to
influence classroom instruction. C. The utilization of
Formative and Summative Assessment Data to make
decisions that impact: Curriculum, Instruction and
Professional Development. D. Coordination of
resources in order to better meet the needs of all
students. Written minutes of each meeting, along with
a sign-in sheet, will be kept and made available upon
request. The intent is that each Intervention, and
Action, is carefully monitored…through the collection
of Formative and Summative Data….so that those
strategies which prove ineffective can be revised, or
abandoned. Our ACSIP Plan will be revised each
spring, and fall, in order to keep it timely and valid in
our efforts to improve teaching and learning.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
We will offer an after school program for all students  Mike Cain,   Start:          Administrative   NSLA
not meeting AYP. The monies budgeted will provide       Principal    07/01/2011       Staff            (State-281)
salaries and benefits for classroom teachers to provide              End:                                          $10000.00
                                                                                     District Staff   - Employee
supplemental assistance to students in academic                      06/30/2012                        Salaries:
                                                                                     Performance
areas.
                                                                                      Assessments      NSLA
Action Type: AIP/IRI
                                                                                     Teachers         (State-281)
                                                                                                                     $2500.00
                                                                                                       - Employee
                                                                                                       Benefits:

                                                                                                       ACTION
                                                                                                                      $12500
                                                                                                       BUDGET:
PROGRAM EVALUATION: During the 2010-2011 school Belinda Stafford,    Start:          Administrative
year we evaluated this Intervention/Program through: Mike Cain,      07/01/2011       Staff            ACTION BUDGET:      $
Target Test data and Common assessments. It was        Principal     End:            District Staff
determined Target test proved to be ineffective in the               06/30/2012
                                                                                     Performance
support of our Curriculum, Instruction, Assessment
                                                                                      Assessments
and Professional Development and discontinued its
use while continuing the use of common assessments
                                                                                     Teachers
constructed by teachers. We will continue to use
common assessments developed by teachers as well
as administer modular test as provided by TLI. We
believe TLI will provide a valuable tool in terms of
supporting our efforts to increase student
achievement. EVALUATION RESULTS: Target test
were discontinued during the school year. During the
2011-2012 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: TLI will
provide modular test throughout the year. These
assessments will be administered in the specific
subjects of 6th, 7th, and 8th grade math as well as
Algebra 1. A database will be created to analyze
results. We will use this data/information to determine
whether the objectives of this Intervention/Program
were achieved and whether it has been successful in
attaining the anticipated participant outcome,
objectives. We will report the results, in our 2012-
2013 ACSIP Plan, and use those evaluation results in
making decisions that impact our future instructional
program.
Action Type: Program Evaluation
COMPREHENSIVE NEEDS ASSESSMENT: We formed               Belinda Stafford-   Start:          Performance
ACSIP Leadership Teams and analyzed the test scores Math Facilitator        07/01/2011       Assessments   ACTION BUDGET:   $
from the 2010 administration of the 7th and 8th grade                       End:            Teachers
Augmented Benchmarks and Algebra I End-of-Course                            06/30/2012
Assessments. We examined the results from both the
combined population and EACH subpopulation. We
conducted data analysis to determine our main areas
of weakness. In addition, we studied the three most
recent yeas of Attendance, Disciplinary, Formative,
and Summative Data across grade levels in our
building. We aggregated and disaggregated all the
data for the purpose of establishing student learning
and behavioral goals. We looked at our trend data in
order to better identify the specific areas of need and
to help align classroom instruction with our
curriculum, assessment, and professional
development. We examined our routines, customs,
and norms in order to dig deeper for the root cause of
why more of our students are not achieving to their
full potential. Our 2010 Supporting Data Statements
show the discrepancies in achievement among our
various populations. We are modifying our Curriculum,
Instruction, Assessment, and Professional
Development practices to better meet the needs of all
our populations. Based on our Data Analysis, we came
to the conclusion that the following areas reflect our
greatest need within the Math priority: IEP and LEP.
We will select Interventions and coordinate our
various state and federal funding sources to address
these areas. In addition, we meet in departmental
teams monthly so that we can review formative, "real
time" classroom performance data for the purpose of
making decisions regarding the direction and focus of
our Classroom Instruction. We chart progress on our
"Assessment/Intervention" graphs.
Action Type: Alignment
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
Students identified as not meeting proficiency on the     Belinda Stafford,   Start:          Teachers
Benchmark exam will receive addtional instruction in      Math Facilitator    07/01/2011                       ACTION BUDGET:   $
areas of weakness as identified on the student AIP in     ;Leisha Johnson,    End:
transition math class as well as the regular classroom.   Math teacher        06/30/2012
Progress will be monitored until expectations are met.
Action Type: AIP/IRI
Teachers will be participating in professional         Math Teachers          Start:          Outside
development workshops provided by the Math and                                07/01/2011       Consultants     ACTION BUDGET:   $
Science Specialists from the STEM Center for Math &                           End:            Teachers
Science Education during the school year either on the                        06/30/2012
school, district or CMASE campus.
Action Type: Professional Development
The Math Instructional Facilitator has attended/will      Belinda Stafford-   Start:          Outside
attend Instructional Facilitator training and will have   Math Facilitator    07/01/2011       Consultants     ACTION BUDGET:   $
on-site support provided by the Math and Science                              End:
Specialists from the STEM Center for Math & Science                           06/30/2012
Education.
Action Type: Professional Development
Smart Accountability support will be facilitated by the   Belinda Stafford-   Start:          Outside
Math & Science Specialists at the University of           Math Facilitator    07/01/2011       Consultants     ACTION BUDGET:   $
Arkansas STEM Center for Math & Science Education.                            End:            Teachers
Action Type: Professional Development                                         06/30/2012

Teachers will be utilizing the resources, and support     Belinda Stafford-   Start:          Outside
provided by the Math & Science Specialists at the         Math Facilitator    07/01/2011       Consultants     ACTION BUDGET:   $
University of Arkansas STEM Center for Math &                                 End:            Teachers
Science Education.                                                            06/30/2012
                                                                                              Teaching Aids
Action Type: Collaboration
Teachers will utilize document cameras and Smart        Belinda Stafford-   Start:                  Teachers
boards in the presentation of classroom materials.      Math Facilitator    07/01/2011                                 ACTION BUDGET:        $
Action Type: Technology Inclusion                                           End:
                                                                            06/30/2012
Math teachers will attend informational meetings        Mike                Start:
concerning the implementation of the new Arkansas       Cain,Principal      07/01/2011                                 ACTION BUDGET:        $
Common Core Math Standards                                                  End:
                                                                            06/30/2012
Math teachers will attend informational meetings        Mike                Start:                  Outside
concerning the implementation the new Math Common       Cain,Principal,     07/01/2011               Consultants       ACTION BUDGET:        $
Core Standards.                                         Belinda Stafford,   End:                    Teachers
Action Type: Collaboration                              Math Facilitator    06/30/2012
Action Type: Professional Development
Math Teachers will receive professional development     MIke Cain,          Start:
from TLI personnel on the use of TLI data reports to    Belinda Stafford    07/01/2011                                 ACTION BUDGET:        $
increase student achievement.                                               End:
Action Type: Professional Development                                       06/30/2012
Total Budget:                                                                                                                          $79750

Intervention: Parental Engagement: The Huntsville Middle School will comply with the Parental Engagement requirements as outlined in ACT
307, of 207, and Title I-A of No Child Left Behind. The Parental Involvement Plan will include the following activities:
Scientific Based Research: Title: “A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student
Achievement.”Author: Henderson, A., & Mapp, K. Date: 2002 Source: National Center for Family and Community Connections with Schools,
Southwest Educational Development Labratory (http://www.sedl.org/connections/) Abstract Summary: Noting the evidence of families
influence on their children’s school achievement is consistent, positive, and convincing, this report examines research on parent and
community involvement and the impact on student achievement. Conclusion: The report finds that there is strong and steadily growing
evidence that families can improve their children’s academic performance in school and have a major impact on attendance and behavior.
Children at risk of failure or poor performance can profit from the extra support that engaged families and communities provide. All students,
but especially those in middle and high school, would benefit if schools supported parents in helping children at home and in guiding their
educational career. This report’s appendix provides a short history of the research in this field over the past 30 years. (Contains 96
references)
                                                              Person
Actions                                                                      Timeline      Resources                    Source of Funds
                                                              Responsible
In order to encourage communication with parents our         Mike Cain       Start:                  Administrative
school will prepare an INFORMATIONAL PACKET to be                            07/01/2011               Staff             ACTION BUDGET:       $
distributed annually to the parents of each child in the                     End:                    District Staff
school. These packets will describe: The school’s parental                   06/30/2012
                                                                                                     Teachers
involvement program; The recommended role of the parent,
student, teacher and school; Ways for parents to become
involved in the school and their child’s education; A survey
for the parent regarding their interests concerning
volunteering at the school; A schedule of activities planned
throughout the school year to encourage parental
involvement; and Procedures to allow the parents and
teachers to communicate in a regular, two-way, and
meaningful manner with the child’s teacher and principal.
Action Type: Collaboration
Action Type: Parental Engagement
To help our parents in assisting their children our school Mike Cain       Start:          Administrative
shall: Schedule regular PARENTAL INVOLVEMENT MEETINGS                      07/01/2011       Staff            ACTION BUDGET:   $
at which parents are given a report on the state of the                    End:            District Staff
school and an overview of: A. What students will be                        06/30/2012
                                                                                           Teachers
learning. B. How students are assessed. C. What parents
should expect for their child’s education and D. How a
parent can assist and make a difference in their child’s
education.
Action Type: Collaboration
Action Type: Parental Engagement
In order to welcome parents our school shall use the           Mike Cain   Start:          Administrative
volunteer surveys to compile a VOLUNTEER RESOURCE                          07/01/2011       Staff            ACTION BUDGET:   $
BOOK listing the interests and availability of volunteers so               End:            District Staff
that school staff may determine how frequently a volunteer                 06/30/2012
                                                                                           Teachers
would like to participate; including options for those who are
available to help at home and help match school needs with
volunteer interests.
Action Type: Collaboration
Action Type: Parental Engagement
In order to encourage parents to participate as a full partner Mike Cain   Start:          Administrative
in the decisions that affect their child and family, our school            07/01/2011       Staff            ACTION BUDGET:   $
will include in our school’s student handbook the SCHOOL’S                 End:            District Staff
PROCESS FOR RESOLVING PARENTAL CONCERNS, including                         06/30/2012
                                                                                           Teachers
how to define a problem, who to approach first and how to
develop solutions.
Action Type: Collaboration
Action Type: Parental Engagement
In order to take advantage of community resources our   Mike Cain          Start:          Administrative
school will ENABLE THE FORMATION OF A PARENT TEACHER                       07/01/2011       Staff            ACTION BUDGET:   $
ASSOCIATION, or ORGINAZATION, that will foster parental                    End:            District Staff
and community involvement within the school.                               06/30/2012
                                                                                           Teachers
Action Type: Collaboration
Action Type: Parental Engagement
The Principal shall designate one certified staff member who Mike Cain        Start:          Administrative
is willing to serve as a PARENT FACILITATOR in order to help                  07/01/2011       Staff            ACTION BUDGET:   $
organize meaningful training for staff and parents; promote                   End:            District Staff
and encourage a welcoming atmosphere to foster parental                       06/30/2012
                                                                                              Teachers
involvement in the school and to undertake efforts to ensure
that parental participation is recognized as an asset to the
school.
Action Type: Collaboration
Action Type: Parental Engagement
Affected schools will provide parents with written notices       Mike Cain    Start:          Administrative
about the school's identification in School Improvement                       07/01/2011       Staff            ACTION BUDGET:   $
Status. The notices will include the reason that the school is                End:            District Staff
identified, what the identification means, the parent's right                 06/30/2012
                                                                                              Teachers
to choose a school within the district that is not in school.
Action Type: Collaboration
Action Type: Parental Engagement
In order to inform parents of their child's progress, our        MIke Cain,   Start:          District Staff
school will have two regularly scheduled parent/teacher          Principal    07/01/2011      Performance      ACTION BUDGET:   $
conferences during the school year. The are scheduled for                     End:             Assessments
immediately following the 1st and 3rd nine weeks periods.                     06/30/2012
                                                                                              Teachers
Action Type: Parental Engagement

PROGRAM EVALUATION: "At the conclusion of the 2010-            Mike Cain,     Start:          Administrative
2011 school year we evaluated this Intervention/Program        Principal      07/01/2011       Staff            ACTION BUDGET:   $
through: Percent of Parents attending Parent Teacher                          End:            District Staff
Conferences and determined that it was effective in support                   06/30/2012
                                                                                              Performance
of our Curriculum, Instruction, Assessment and Professional
                                                                                               Assessments
Development. The following EVALUATION RESULTS
demonstrate that this Intervention is valid in support of the
                                                                                              Teachers
teaching and learning that are part of this program: 91% of
our parents attended the 2010-2011Parent Teacher
Conferences. During the 2011-2012 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: Percent of
Parents that attend Parent Teacher Conferences. We will use
this data/information 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. We will report the results, in
our 2011/2012 ACSIP Plan, and use those evaluation results
in making decisions that impact our future instructional
program." 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.
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.
TAC/HAC (Teacher Access Center/Home Access Center) will
be implemented as a tool designed to build greater capacity
to further two-way communication between school and
parents. Input will be sought in order to determine how
effective the technology is. A parental engagement survey
will be distributed in order to gain feedback on the quality,
and effectiveness, of the school’s parental involvement
efforts. The Parent Advisory Committee will review this data
and make improvement recommendations for the next year.
Action Type: Program Evaluation
In order to build capacity for parental involvement and to      Parent        Start:          Administrative   Title I -
ensure effective involvement of parents and to support a        Engagement    07/01/2011       Staff            Materials & $1520.00
partnership between the school, parents, and community:         Facilitator   End:            Community        Supplies:
Our school shall provide assistance to parents of our                         06/30/2012       Leaders
children in understanding such topics as the State’s
                                                                                              District Staff   ACTION
academic content standards and State academic                                                                                 $1520
achievement standards, State and local academic
                                                                                              Teachers         BUDGET:
assessments, the requirements of this part, and how to
monitor a child’s progress and work with educators to
improve the achievement of their children. Our school will
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. Our school will educate
teachers, pupil services personnel, principals, and other
staff, with the assistance of parents, in the value and utility
of contributions of parents and in how to reach out to,
communicate with, and work with parents as equal partners,
implement and coordinate parent programs, and build ties
between parents and the school. Our school will coordinate
and integrate parent involvement programs and activities
with Head Start, Reading First, HIPPY, and other programs,
and conduct other activities, such as parent resource
centers, that encourage and support parents in more fully
participating in the education of their children. Our school
will ensure 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 practical (including disabled parents), in a language
the parents can understand. We will provide such other
reasonable support for parental involvement activities as
parents may request.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
PARENT/TEACHER/STUDENT COMPACT: We have worked                  Parent        Start:          Administrative
with our parents in creating a school-parent compact that       Engagement    07/01/2011       Staff            ACTION BUDGET:   $
outlines how our parents, the entire school staff, and our      Facilitator   End:            District Staff
students will share the responsibility for improving student                  06/30/2012
                                                                                              Teachers
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 to each parent who attends one of our
three fall meetings or our fall Parent-Teacher Conferences.
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: Parental Engagement
Action Type: Title I Schoolwide
PARENT INVOLVEMENT POLICY: Our school has worked with Parent                 Start:          Administrative
our parents in developing a written parental involvement       Engagement    07/01/2011       Staff            ACTION BUDGET:   $
policy. A copy of the Policy is kept on file in our school’s   Facilitator   End:            District Staff
parent resource center and, is posted on our school district                 06/30/2012
website, and distributed at our annual stand alone (not in
conjunction with any other meeting or activity)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) or
(Targeted Assistance) Program (including 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
and 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: Title I Schoolwide
We will provide to parents of our students information about Mike Cain,      Start:          Administrative
the following components: Parents Right to Know, Annual      Principal       07/01/2011       Staff            ACTION BUDGET:   $
Report Card, Individual Student Assessment Report,                           End:
Progress Review, Written State Complaint Procedures,                            06/30/2012            District Staff
Parental Communication, Disabled Parents to ensure
meaningful participation in Title I, Part A Programs
Action Type: Parental Engagement
Total Budget:                                                                                                                                $1520

                   The health and physical well-being of our students directly affects their ability to learn. Childhood obesity increases the
                   incidence of adult diseases occurring in children and adolescents such as heart disease, high blood pressure, and diabetes.
                   The increased risk carries forward into their adulthood. Research indicates that a healthy diet and regular physical activity
                   can help prevent obesity and the diseases resulting from it. It is understood that the eating habits and exercise patterns of
Priority 3:        students cannot be changed overnight, but it is necessary to strive to create a culture in our schools that consistently
                   promotes good nutrition and physical activity. The problem of obesity and inactivity is a public health issue. The responsibility
                   for addressing the problem lies not only with the schools and the Department of Education, but with the community and its
                   residents, organizations, and agencies. Therefore, the district shall enlist the support of the larger community to find
                   solutions which improve the health and physical activity of our students.
                       1.   School Health Index (Middle/High School) 2010-2011 Priorities Module 1-School Health and Safety Policies and
                            Environment (89%)-reduce/eliminate fundraisers that are contradictory to healthy eating habits, educate students
                            about the dangers of tobacco use. Module 2-Health Education (96%)-display posters regarding the risks of tobacco
                            use. Module 8-Family and Community Involvement (44%)-provide tips about healthy eating/living will appear
                            periodically in school newsletter. 2009-2010 Priorities Module 1-School Health and Safety Policies and Environment
                            (97%)-prohibition of physical activity as punishment partially in place; fundraisers do not always support healthy
                            eating. Module 3-Physical Education and Other Physical Activity Programs (98%)-individualized physical
                            activity/fitness plans partially in place. 2008-2009 Priorities Module 4-Nutrition Services (93%)-no appealing, low-fat
                            items offered at sites outside the cafeteria.
                       2.   Body Mass Index Results Number and Percentage of students in Overweight/Obese categories by gender: 2010-2011
Supporting Data:            Males: 136 students: 40.4% (increase of 1.2%) Females: 111 students: 32.4% (increase of 2.3%) 2009-2010
                            Males: 102 students: 39.2% (increase of 1.5%) Females: 73 students: 30.1% (increase of 5.9%) 2008-2009 Males:
                            106 students: 37.7% (increase of 0.9%) Females: 95 students: 24.2% (decrease of 17.7%)
                       3.   Arkansas Prevention Needs Assessment Student Survey Number and Percent of students reporting lifetime use of
                            alcohol, cigarettes, and chewing tobacco by grade level: 2010-2011 6th Grade Cigarettes: 11.9% Chewing Tobacco:
                            11.9% Alcohol: 19.1% 8th Grade Cigarettes: 33.1% Chewing Tobacco: 29.8% Alcohol: 44.3% 2009-2010 6th Grade
                            Cigarettes:14.4% Chewing Tobacco:11.0% Alcohol: 23.1% 8th Grade Cigarettes: 31.8% Chewing Tobacco: 14.4%
                            Alcohol: 48.9% 2008-2009 6th Grade Cigarettes: 20.8% Chewing Tobacco: 15.1% Alcohol: 29.2% 8th Grade
                            Cigarettes: 27.7% Chewing Tobacco: 22.3% Alcohol: 52.9%


                   To create an environment that promotes the health and wellness of students and faculty members at Huntsville Middle
Goal
                   School.
                   To increase scores on the School Health Index (Middle/High) on Module 1 by 3%, Module 2 by 2%, and Module 8 by 12% by
Benchmark
                   May, 2012.
                   To realize a decline of 1/2% of males and females in grades 6 and 8 scoring in the Overweight or Obese categories on the
Benchmark
                   2011-2012 BMI screening.
Intervention: Huntsville Middle School will encourage strategies and activities that promote a healthier lifestyle for students and faculty.
Scientific Based Research: Ten Strategies for Promoting Physical Activity, Healthy Eating, and a Tobacco-Free Lifestyle Through School Health
Program by the Center for Disease Control and Prevention (2003). http://www.cdc.gov/healthyyouth/publications/pdf/ten_strategies.pdf Fit,
Healthy, and Ready to Learn: A School Health Policy Guide by the National Association of State Boards of Education (2000-2005).
http://www.nasbe.org/HealthySchools/fithealthy.html
Actions                                                Person Responsible     Timeline      Resources                     Source of Funds
To comply with Act 201 of 2007, goals and              M. Cain-Principal      Start:                Administrative
objectives for nutrition and physical activity must be                        07/01/2011             Staff                ACTION BUDGET:       $
incorporated into the annual school planning and                              End:                  Teachers
reporting process.                                                            06/30/2012
Action Type: Collaboration
Action Type: Wellness
To comply with Act 201 of 2007, Huntsville Middle     M. Cain-Principal       Start:                Administrative
School will create a child health advisory committee,                         07/01/2011             Staff                ACTION BUDGET:       $
will coordinate schoolwide efforts to combat child                            End:                  Teachers
obesity and related illness, and will work to improve                         06/30/2012
the health of the next generation of Arkansans.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Wellness
The committee will encourage fundraising efforts       M. Cain-Principal      Start:                Administrative
that are not contradictory to healthy eating habits.                          07/01/2011             Staff                ACTION BUDGET:       $
Action Type: Collaboration                                                    End:                  Community
Action Type: Wellness                                                         06/30/2012             Leaders
                                                                                                    Outside
                                                                                                     Consultants
                                                                                                    Teachers


FORMATIVE ASSESSMENT: The school’s                     S. Trinkle-            Start:                Administrative
Nutrition/Wellness committee will complete Modules     Nutrition/Wellness     07/01/2011             Staff                ACTION BUDGET:       $
1, 2, 3, 4, and 8 of the School Health Index           Coordinator            End:                  District Staff
(Middle/High School) to assess and improve its                                06/30/2012
                                                                                                    Outside
physical activity, healthy eating, tobacco-use
                                                                                                     Consultants
prevention, and safety policies and programs.
Action Type: Collaboration
                                                                                                    Teachers
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Wellness
SUMMATIVE ASSESSMENT: Students in grades 6 and S. Trinkle-                    Start:                Administrative
8 will have their height and weight assessed to         Nutrition/Wellness   07/01/2011       Staff            ACTION BUDGET:   $
calculate their Body Mass Index and will complete       Coordinator          End:            District Staff
the Arkansas Prevention Needs Assessment Student                             06/30/2012
Surveys.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Wellness
PROGRAM EVALUATION: At the conclusion of the            S. Trinkle-          Start:          Administrative
2010-2011 school year we evaluated this                 Nutrition/Wellness   07/01/2011       Staff            ACTION BUDGET:   $
Intervention/Program through: School Health Index       Committee            End:            Central Office
Modules 1, 2, 3, 4, and 8; BMI results for 6th and      Chairperson          06/30/2012
                                                                                             District Staff
8th grade students, and APNA Survey results for 6th
and 8th grade students and determined that each
                                                                                             Outside
                                                                                              Consultants
was effective in support of our Curriculum,
Instruction, Assessment and Professional
Development. We believe the evidence shows that it
is valuable in terms of supporting our efforts to
increase student achievement. EVALUATION
RESULTS: Males in 6th and 8th grades realized an
increase of 1.2% in BMI results in the
Overweight/Obese category females in 6th and 8th
grades showed a decline of 2.3% in BMI results in
the Overweight/Obese category. Based on results
from the BMI assessment, we determined that the
interventions were unsuccessful for both males and
females. The middle/high schools increased their
scores on Module 3 of the School Health Index
(Middle/High) by 2%; scores decreased on Module 1
by 8%, Module 2 by 4%, Module 4 by 19%, and
Module 8 by 56%. There were significant drops in
lifetime usage of cigarettes, chewing tobacco, and
alcohol. During the 2011-2012 school year, we plan
to use the following protocols 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, and 8, BMI results in 6th and 8th grades,
and APNA Survey Results in 6th and 8th grades. We
will use this data/information to determine whether
the objectives of this Intervention/Program were
achieved and whether it has been successful in
attaining the anticipated participant outcome,
objectives. We will report the results, in our 2012-
2013 ACSIP Plan, and use those evaluation results in
making decisions that impact our future instructional
program.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Wellness
COMPREHENSIVE NEEDS ASSESSMENT: We                     S. Trinkle-       Start:          District Staff
continued annual meetings of the Nutrition/Wellness Nutrition/Wellness   07/01/2011                        ACTION BUDGET:   $
Committee and analyzed BMI results from the 2010- Chairperson            End:
2011 school year for 6th and 8th grade students,                         06/30/2012
ompleted Modules 1, 2, 3, 4, and 8 of the School
Health Index (Middle/High), and reviewed APNA
results for 6th and 8th grade students. BMI data was
analyzed by Gender. We conducted data analysis to
determine our main areas of weakness. In addition,
we studied the three most recent years of BMI
screening, School Health Index (Middle/High), and
APNA results across grade levels in our building. This
trend data was examined to better identify the
specific nutrition/wellness needs of males and
females in our building as well as tobacco and
alcohol use. We examined our routines, customs,
and norms in order to dig deeper for the root cause
of why more students are not achieving to their full
potential. Our 2011 Supporting Data Statements
show the discrepancies in BMI assessments between
Males and Females. We are modifying our
Nutrition/Wellness practices to better meet the
needs of all populations. Based on our Data Analysis,
we concluded that the following area reflects our
greatest need within the Wellness Priority: BMI
results for Males/Females in 6th and 8th grades. We
will select Interventions to address this area. In
addition, the Nutrition/Wellness committee will meet
annually to review formative, "real time"
performance data for the purpose of making
decisions regaring the direction and focus of
Classroom Instruction. Progress will be charted in a
database from year to year.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Wellness
Hire Licensed Practioner nursing staff (.34 FTE) to     Mike Cain-Principal   Start:               Administrative       NSLA
include salary and benefits to help insure the health                         07/01/2011            Staff                (State-281)
and well being of students. This staff exceeds                                End:                                                   $2000.00
                                                                                                                         - Employee
minimum required by state law.                                                06/30/2012                                 Benefits:
Action Type: Equity
                                                                                                                         NSLA
Action Type: Wellness
                                                                                                                         (State-281)
                                                                                                                                     $7800.00
                                                                                                                         - Employee
                                                                                                                         Salaries:

                                                                                                                         ACTION
                                                                                                                                         $9800
                                                                                                                         BUDGET:

Materials for use by the nurse will be purchased to     Mary Sizemore-        Start:               None                 NSLA (State-
aid with the health and well-being of students.         School Nurse          07/01/2011                                 281) -
Materials will include nursing supplies as well as                            End:                                                    $750.00
                                                                                                                         Materials &
teaching aides to be used to foster healthy habits                            06/30/2012                                 Supplies:
and lifestyles.
Action Type: Equity
                                                                                                                         ACTION
Action Type: Wellness                                                                                                                     $750
                                                                                                                         BUDGET:

Tobacco use cessation services will be posted as per Mike Cain-Principal      Start:               Administrative
time and place. School nurse will display any posters                         07/01/2011            Staff                ACTION BUDGET:       $
available pertaining to the dangers of tobacco use.                           End:                 District Staff
Action Type: Wellness                                                         06/30/2012

Tips about healthy eating and healthy living will       M. Cain-Principal     Start:               District Staff
appear in the monthly newsletter several times per                            07/01/2011                                 ACTION BUDGET:       $
year.                                                                         End:
Action Type: Parental Engagement                                              06/30/2012
Action Type: Wellness
Total Budget:                                                                                                                           $10550

                   Huntsville Middle School will strive to strengthen LEP student achievement in the areas of literacy,math, and English language
Priority 4:
                   learning.
                       1.   Limited English Proficient (LEP) Grade 6 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students
                            Scoring Proficient /Advanced: 2011 Fewer than 10 tested 2010 Fewer than 10 tested 2009 13 Students 54% The 3
Supporting Data:            year trend analysis of the open response and multiple choice questions, in the three types of reading passages,
                            revealed that the lowest area(s) are: literary, content, and practical passages.
                       2.   Limited English Proficient (LEP): Grade 7 Literacy Benchmark Exam: # Tested & Percent of Students Scoring
                           Proficient /Advanced 2011: Fewer than 10 tested 2010: 14 students 64% 2009: 10 Students 60% The 3 year trend
                           analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
                           the lowest area(s) are: literary, content, and practical passages. The 3 year trend analysis of the open response
                           questions in the five writing domains revealed that the lowest identified area(s) are: content and style.
                      3.   Limited English Proficient (LEP): Grade 8 Literacy Augmented/Benchmark Exam: # Tested & Percent of Students
                           Scoring Proficient /Advanced: 2011: Fewer than 10 tested 2010: 10 students: 80% 2009: Fewer than 10 students
                           The 3 year trend analysis of the open response and multiple choice questions, in the three types of reading
                           passages, revealed that the lowest area(s) are: literary, content, and practical passages. The 3 year trend analysis of
                           the open response questions in the five writing domains revealed that the lowest identified area(s) are: content and
                           style domain.
                      4.   LEP EXIT DATA: Students meeting state mandated criteria 6th Grade 2011: 0 Students 0% 2010: 2 Students 28%
                           2009: 13 Students 0%
                      5.   LEP EXIT DATA: Students meeting state mandated criteria 7th Grade 2011:1 Student 10% 2010: 9 Students 0%
                           2009: 11 Students 0%
                      6.   LEP EXIT DATA: Students meeting state mandated criteria 8th Grade 2011: 2 Students 16% 2010: 12 Students 0%
                           2009: 8 Students 29%
                      7.   Limited English Proficient (LEP): EOC Algebra: In 20211, 2010, and 2009 there were fewer than 10 LEP students
                           tested in our school.


                 To utiltize ELL funding so that ELL students who are learning the English language will achieve full proficiency as measured by
Goal
                 the ELDA and to reach proficiency on the augmented Benchmark exams in core academic areas.
                 The LEP population MET the 2011 AYP target of 83.8% scoring Proficient/Advanced in the area of Literacy. LEP students also
                 MET the 2011 AYP in math of 73.4% scoring Proficient/Advanced. It is expected that the LEP population will meet, or exceed,
Benchmark
                 the 2012 AYP Target of 91.9% (Literacy) and 82.28% (Math) scoring Proficient/Advanced, or make the necessary gains to
                 invoke “Safe Harbor” or “Growth."

Intervention: Building Level Title III and ELL Budgeting: Funds will be used to train teachers and paraprofessionals in effective ELL teaching
methods and strategies that will increase LEP student achievement by building academic vocabulary and promoting English language
learning.
Scientific Based Research: English Language Learners. What Works Clearinghouse Topic Report, July 2007. Boyson, Beverly; Coltrane,
Bronwyn; Short, Deborah. (2003). Proceedings of the First National Conference of Educators of Newcomers Students. Washington, D.C.:
Center for Applied Linguistics. August, D.; Alvares, L. (1995). Attributes of Effective Programs and Classrooms Serving English Language
Learners. Tampa, FL: Region XIV Comprehensive Center. Edwards, B. & Fitzpatrick, K. (2002). Program evaluation: English as a Second
Language. Schaumburg, IL: National study of School Evaluation. Latina, K. & Swedlow, J., eds. (2003). Claiming Opportunities: A handbook
for improving education for English language learners through comprehensive school reform. Providence, RI: Brown University. Center for
Applied Linguistics. (2004). CAL Digest Series 1: Complete CAL Digests. Washington, DC: CAL. Echevarria, Jana; Vogt, Mary Ellen; Short,
Deborah. Pearson. (2007). Making Content Comprehensible for English Learners3rd Edition: The SIOP Model Echevarria, Jana; Vogt, Mary
Ellen. Pearson. (2007). 99 Ideas and Activities for Teaching English Learners with the SIOP Model
                                                              Person
Actions                                                                        Timeline     Resources                     Source of Funds
                                                              Responsible
Identification: LEP students will be identified using the     Tammi Davis      Start:               Administrative
home language survey. When a language other than                               07/01/2010       Staff            ACTION BUDGET:   $
English is indicated on the survey, the student will be                        End:            District Staff
screened using the Language Assessment Scale.                                  06/30/2011      Teachers


COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP                 Tammi Davis,   Start:          Administrative
Leadership Teams and analyzed the test scores from the          Mike Cain,     07/01/2011       Staff            ACTION BUDGET:   $
2011 administration of the 6th thru 8th grade Augmented         Classroom      End:            District Staff
Benchmarks,Annual Measurable Achievement                        Teachers       06/30/2012
                                                                                               Teachers
Outcomes,ELDA data, and Exit reports. We examined the
results from both the combined population and EACH
subpopulation. We conducted data analysis to determine
our main areas of weakness. In addition, we studied the
three most recent years of attendance and graduation
rates, disciplinary, formative and summative achievement
data across grade levels within the district. We aggregated
and desaggregated all the data for the purpose of
establishing student learning and behavioral goals. We
looked at our trend data in order to better identify the
specific areas of need and help align classroom instruction
with our curriculum, assessment, and professional
development. We examained our routines, customs, and
norms in order to dig deeper for the root cause why more
of our students are not achieving to their full potential. We
are modifying our curriculum, instruction, assessment and
professional development practices to better meet the
needs of all our populations. Based on our data analysis we
came to the conculsion that the following areas reflect our
greatest need within the use of state and federal funds
priority: Literacy: LEP Students Math: LEP Students. (As
evidenced by the 2011 Arkansas Adequate Yearly
Progress: District Improvement Report - 3 year 2009-
2011.) We will select interventions and coordinate our
various state and federal funding sources to address these
areas.
Action Type: Alignment
Action Type: Collaboration
PARENTAL INVOLVEMENT: Oral and written translations of          Tammi Davis,   Start:          Administrative
essential information will be provided to ELL families and      Mike Cain,     07/01/2010       Staff            ACTION BUDGET:   $
students using available resources. Additionally, parents       Classroom      End:            District Staff
and students will be trained together on academic               Teachers       06/30/2011
                                                                                               Outside
programs and educational opportunities. Parents will be
                                                                                                Consultants
trained on how to assist their children in learning English in                            Teachers
core academic subjects. Parents will be informed of how a
child is identified for participation in language instruction,
no later than 30 days after the beginning of the school
year. Parents will be informed about the reasons for
identification, levels of proficiency, and methods of
instruction. Parents will be instructed on the method of
instruction that will be used, how the program will help the
child learn English, and exit requirements. Parents of
children with disabilities will be informed how the program
will meet the objectives of the individualized education
program. Parents will be notified periodically during
parent/teacher conferences, annual reviews, and other
parent meetings. Oral and written translations of essential
information will be provided to LEP families using available
resources.An online translation service provided through
the University of Arkansas will be implemented.
Additionally, parents and students will be trained together
to discourage school drop-out and promote college-track
academic programs.
Action Type: Parental Engagement
PROGRAM EVALUATION: At the conclusion of the 2010-         Tammi Davis,   Start:          Administrative
2011 school year we evaluated this program through ELDA Mike Cain         07/01/2011       Staff            ACTION BUDGET:   $
results and determined that it was effective in support of                End:            District Staff
our Curriculum, Instruction, Assessment, and Professional                 06/30/2012
Development. EVALUATION RESULTS: 60% of 8th grade
students taking the ELDA scored at the proficiency level.
We believe the evidence shows that it is valuable in terms
of supporting our efforts to increase student achievement.
During the 2011-2012 school year, we plan to use the
following protocol in evaluating, and adjusting, the
programs, processes, and activities that make up the
action descriptions within this intervention/program: We
will desegregate testing data from the ELDA data to
evaluate LEP student achievement. We will use the testing
data information to determine whether the objectives are
being achieved and whether the program is successful in
attaining ELL student outcomes. We will report the results
in our 2011-2012 ACSIP plan, and use those evaluation
results in making decisions that impact our future
program.
Action Type: Program Evaluation
The Language Placement Assessment Committee (LPAC),         Tammi Davis,    Start:          Administrative
consisting of ESOL staff, classroom teachers, counselor,and Mike Cain       07/01/2010       Staff            ACTION BUDGET:   $
other personnel, will meet to discuss placement of the LEP                  End:            District Staff
student in the English for Speakers of Other Languages                      06/30/2011
                                                                                            Teachers
program. The committee will determine a language level of
proficiency based on the Language Assessment Scale,
teacher observations, and classroom performance.
Action Type: Collaboration
COLLABORATION: Annual reviews will be conducted by        Tammi Davis       Start:          Administrative
ESOL staff, classroom teachers, counselors,and other                        07/01/2010       Staff            ACTION BUDGET:   $
personnel on all LEP students to measure yearly progress.                   End:            District Staff
Student data, including benchmark scores, ELDA results,                     06/30/2011
                                                                                            Performance
Exit data, and classroom performance will be reviewed and
                                                                                             Assessments
analyzed by the Language Proficiency Assessment
Committee.
                                                                                            Teachers
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
PROFESSIONAL DEVELOPMENT: : Professional                     Mike Cain,     Start:          Administrative
development training, based on scientifically based          Tammi Davis    07/01/2010       Staff            ACTION BUDGET:   $
research, will be made available to teachers,                               End:            District Staff
administrators, and other personnel to address the needs                    06/30/2011
                                                                                            Outside
of the ELL population. ELL teaching strategies and
                                                                                             Consultants
methods, such as group centers, vocabulary building, and
translation services will be used to improve instruction and
increase student achievement in the areas of math,
literacy, and parent involvement.Professional development
will be made available to teachers and other personnel to
increase knowledge and understanding of the ELL students
needs. ELL teaching strategies and methods, such as
backwards chapter walks and think/pair/share,will be used
to improve instruction and increase student achievement in
the areas of math and literacy.
Action Type: Professional Development
Additional materials and supplies will be purchased for ELL   Tammi Davis   Start:          District Staff
students that will promote learning of the English                          07/01/2010      School Library   ACTION BUDGET:   $
language, and increased performance in both literacy and                    End:
                                                                                            Teachers
math. We will purchase low-level high interest reading                      06/30/2011
material as well as culturally diverse books and academic
vocabulary text for our libraries. We expect ELL student
achievement to increase in literacy, math, and language
acquisition as their overall literacy and academic
vocabulary improves with the use of these additional
materials. All ELL students will be using these materials.
Action Type: Collaboration
LEP student needs will be addressed through inclusive and    Tammi Davis,    Start:          Administrative
pull out services that focus on strengthening the areas of   Mike Cain,      07/01/2010       Staff            ACTION BUDGET:    $
reading, writing, listening, and speaking.                   Classroom       End:            District Staff
Action Type: Alignment                                       Teachers        06/30/2011
                                                                                             Teachers
Action Type: Collaboration

Our school will ensure that new language minority students Tammi Davis,      Start:          Administrative
are assessed for ESOL services iwthin the first 30 days of Mike Cain         07/01/2010       Staff            ACTION BUDGET:    $
enrollment, or within 20 days after enrollment if the                        End:            District Staff
student registers later in the school year.                                  06/30/2011
                                                                                             None


Our school will use funds provided for the purchase of       Tammi Davis,    Start:          Administrative   Title III -
supplemental language instructional material, as needed,     Mike Cain       07/01/2010       Staff            Materials & $1500.00
to assist ELL instruction in grades 6-8.                                     End:            District Staff   Supplies:
                                                                             06/30/2011
                                                                                             Teachers
                                                                                                               ACTION
                                                                                                                             $1500
                                                                                                               BUDGET:

During the 2011-2012 school year, we will evaluate this     Tammi Davis,     Start:          None
program through the use of analysis of language             Mike Cain        07/01/2011                        ACTION BUDGET:    $
proficiency scores, benchmark data, and parent                               End:
involvement. We will expect that students served will see a                  06/30/2012
10% increase in test scores and parents attending
conferences from the spring of 2011 to the spring of 2012.
Interpreters will be made available, as needed, for          Tammi Davis,    Start:          Administrative
translating at parent conferences and other meetings to      Mike Cain       07/01/2010       Staff            ACTION BUDGET:    $
improve ELL academic achievement and becoming active                         End:            Community
parents in the education of the ELL students.                                06/30/2011       Leaders
                                                                                             District Staff
                                                                                             Teachers


An ESOL bilingual para-professional will be hired to work     Tammi Davis,   Start:
with LEP students. This individual will provide inclusive and Mike Cain      07/01/2011                        ACTION BUDGET:    $
pull-out services for those students showing the greatest                    End:
need in language acquisition, literacy, and math                             06/30/2012
achievement.
 Action Type: Equity
 High interest, low readability books will be purchased for      Tammi Davis,    Start:                Computers
 LEP students. These materials will improve reading              Mike Cain       07/01/2011                             ACTION BUDGET:   $
 comprehension and language acquisition for students. LEP                        End:
 students will be assessed on the Accelerated Reader                             06/30/2012
 program.
 Action Type: Alignment
 Action Type: Equity
 High interest, low readability books will be purchased for      Tammi Davis,    Start:                Computers
 LEP students. These materials will improve reading              Mike Cain       07/01/2011                             ACTION BUDGET:   $
 comprehension and language acquisition for students. LEP                        End:
 students will be assessed on the Accelerated Reader                             06/30/2012
 program.
 Action Type: Alignment
 Action Type: Equity
 Additional science supplies will be purchased for LEP           Tammi Davis,    Start:                Teaching Aids
 students to use for hands-on activities and labs. These         Mike Cain       07/01/2011                             ACTION BUDGET:   $
 materials will be above and beyond what is required for                         End:
 instructional purposes. The science department will create                      06/30/2012
 additional hands-on activities for LEP students to improve
 vocabulary and achievement in language acquisition.
 Total Budget:                                                                                                                      $1500


 Planning Team
        Classification                Name                    Position                        Committee
                              Carol Lyman          Migrant                      Parental Involvement
                              Conny Crum           Teacher Aide                 Math
                              Dana Phillips        Teacher Aide                 Literacy
                              Darlene Brehm        Teacher Aide                 Literacy
                              Donna Spradlin       Teacher Aide                 Mission Statement
                              Mary Jenson          Teacher Aide                 Math
                              Stephanie Kammerzell Teacher Aide                 Parental Involvement
Classroom Teacher                                  Soc Studies                  Parental Involvement
Classroom Teacher             Andrew Stone         Science                      Math
Classroom Teacher             Annette Crow         Special Ed                   Mission Statement
Classroom Teacher             Cathy Kirk           6th grade teacher            Mission Statement
Classroom Teacher             Connie Tenberge      Science Teacher              Math
Classroom Teacher             Glenda Thompson      Literacy Teacher             Literacy
Classroom Teacher                Greg McCone        Physical Education          Math
Classroom Teacher                Jackie Collins     Special Ed                  Mission Statement
Classroom Teacher                Joan Johnson       FWC                         Mission Statement
Classroom Teacher                JoLynne Nelson     Teacher                     Math
Classroom Teacher                Kathy Peyrot       6th grade teacher           Mission Statement
Classroom Teacher                Katie Caldwell     Science                     Literacy
Classroom Teacher                Kim Graham         Teacher                     Math
Classroom Teacher                Leisha Johnson     Math Teacher                Math
Classroom Teacher                Lonnie Roach       Classroom Teacher           Literacy
Classroom Teacher                Melissa Wright     Literacy Teacher            Literacy
Classroom Teacher                Michael Taylor     Art Teacher                 Math
Classroom Teacher                Michelle Marsh     Literacy Teacher            Literacy
Classroom Teacher                Michelle Reeves    6th grade teacher           Parental Involvement
Classroom Teacher                Mikah Bennett      Computer Tech               Parental Involvement
Classroom Teacher                Mitch Myrick       Health                      Literacy
Classroom Teacher                Natosha West       6th grade teacher           Parental Involvement
Classroom Teacher                Shannon Shrum      6th grade teacher           Literacy
Classroom Teacher                Sherri Clark       Band/Choir                  Literacy
Classroom Teacher                Sherry Littrell    6th grade teacher           Literacy
Classroom Teacher                Susan Thompson     Soc Studies                 Parental Involvement
Classroom Teacher                Tom McCollough     Soc Studies                 Math
Classroom Teacher                Tracy Prince       6th grade teacher           Math
Classroom Teacher                Trisha Bolinger    Keyboarding                 Mission Statement
Classroom Teacher                Tyler Trumbo       Career Orientation          Math
Classroom Teacher                Wes Bowlin         Band                        Mission Statement
Community Representative         Matt Gillham       Parent                      Parental Involvement
Non-Classroom Professional Staff Belinda Stafford   Math Coach                  Math
Non-Classroom Professional Staff Mari Gillham       Media Specialist            ACSIP Chairperson
Non-Classroom Professional Staff Susan Gurley       Counselor                   Parental Involvement
Non-Classroom Professional Staff Teresa Rutledge    Literacy Coach              Literacy
Parent                           Mardi Grigg        parent                      parent Involvement
Parent                           Susan Stevens      Parent                      Parental Involvement
Parent                           Tina Shackelford   Parent                      Parental Involvement
Principal                        Mike Cain          Principal                   Literacy/Math/Mission/Parental Involvement
Principal                        Tammi Davis        Asst. Principal/ESOL/Testing Leadership

				
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