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DARDANELLE SCHOOL DISTRICTArkansas Comprehensive School Improvement Plan
REVIEW COPY ONLY2014-2015
The mission of the Dardanelle School District is to educate allstudents to enable them to become productive citizens in an
ever-changing world.
Grade Span: Title I: Not Applicable School Improvement:
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Contents
1 Priority 1: Administrative Support 11.1 Goal: All students will improve in academics and the school environment will allow all students to reach their maximum potential. Emphasis
will be placed on subpopulations as test results indicate weaknesses. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2 Priority 2: Literacy 102.1 Goal: Each building within the district will ensure that students will improve in reading comprehension in all curricular areas to a
proficiency level or above. Emphasis will be placed on students at risk as indicated on assessments -- ELL--literacy; SpEd--literacy andmath, socio-disadvantaged. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3 Priority 3: Math 163.1 Goal: All students will improve in problem solving skills in mathematics. At risk students (specifically Special Ed and ELL) will receive
needed additional assistance as indicated on state assessments. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
4 Priority 4: Safe Schools 214.1 Goal: With district support, building administrators and staff will utilize the building ACSIP Plans to promote a safe and drug-free learning
environment that supports learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
5 Priority 5: Wellness 235.1 Goal: The district will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the
average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support ofpositive lifestyle choices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
6 Priority 6: Importance of Parent Contribution–Family and Community Engagement 256.1 Goal: Effective communication among students, teachers, and parents will be emphasized in the Dardanelle Public Schools with priority
on at risk students. A larger percentage of parents will be in contact with each school as evidenced by log in sheets and surveys. . . . . . 25
7 Priority 7: Title III/ELL 277.1 Goal: To ensure that diverse students have maximum opportunities to achieve to their potential in speaking, reading, writing and
comprehension of the English Language. Limited English Proficient students will meet Arkansas Academic Standards and attainproficiency or above on ACTAP with supplementary assistance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
A School Improvement Planning Team 31
November 24, 2014 Page ii
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
1 Priority 1: Administrative Support using local, state, and federal funds
1.1 Goal: All students will improve in academics and the school environment will allow all students to reach their maximum potential. Emphasis will beplaced on subpopulations as test results indicate weaknesses.
Benchmark: Each school and their staff will ensure that there will be ESEA status improvement of students who scored below proficient to proficient orabove by 10
Intervention Dardanelle has approved a comprehensive school improvement plan, which includes appropriate program goals, evaluations, budgetsand assurances. All required parties are consulted in the planning, development, and implementation of the programs and activities as indicated inthe ACSIP. All schools and students are afforded administrative support. Proven high-fidelity, academic programs enabling all students to meetacademic objectives have been implemented. The NEEDS ASSESSMENT in the Dardanelle School District has shown that the Special Educationand ELL subpopulations need assistance to achieve proficiency in literacy.
Scientific Based ResearchAssociation for Supervision and Curriculum Development, Alexandria, VA, 2007. (As summarized in Effective Schools Research AbstractsVolume 22, Issue 1) Association for Supervision and Curriculum Development has a web site at http://www.ascd.org Elliott, Judy, "Response toIntervention: What and Why." The School Administrator 8, 65 (September 2008): 10-18
Actions Person Responsible Timeline Resources Source of FundsInstructional Supervisor (Burris) oversees the Federal Programs within the
district. He is responsible for instructional practices, curriculum, and all
federal programs within the district. (Burris; .5fte NSLA $41,869 .5fte Title I
$41,869.) Grace serves as an administrative assistant to the federal program
director (she is responsible for purchasing within the title I school (Grace,
1fte; Title I, $38,714). The instructional supervisor (Burris) utilized materials
and supplies needed to further the success of the Title I programs. These
supplies and materials may include instructional technology, office supplies,
resource books, and manipulatives used for training and staff development
within the Title Programs(Title I $34874.80). In order to assure effectiveness
of Title I programs, the Instructional Supervisor (Burris) meets weekly or
bi-weekly as needed, with staff or with principals to confer and determine
needs based upon data analysis, curriculum, strategies, PD, literacy, math,
personnel, and budget matters.
Action Type: Collaboration
Action Type: Professional Development
Burris,
Grace
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Central Office
Computers
Title I
Materials & Supplies: $34,874.80
Title I
Employee Salaries: $80,583.00
Title I
Employee Benefits: $21,082.22
NSLA (State-281)
Employee Benefits: $10,882.64
NSLA (State-281)
Employee Salaries: $41,869.00
ACTION BUDGET: $189,291.66
November 24, 2014 Priority 1: Administrative Support Page 1
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Intervention Dardanelle has approved a comprehensive school improvement plan, which includes appropriate program goals, evaluations, budgetsand assurances. All required parties are consulted in the planning, development, and implementation of the programs and activities as indicated inthe ACSIP. All schools and students are afforded administrative support. Proven high-fidelity, academic programs enabling all students to meetacademic objectives have been implemented. The NEEDS ASSESSMENT in the Dardanelle School District has shown that the Special Educationand ELL subpopulations need assistance to achieve proficiency in literacy.Actions Person Responsible Timeline Resources Source of FundsAn additional Instructional Supervisor (Kuras, 1fte, $84806) provides
resources to improve instruction and to increase academic achievement as
she works half a day in the title I programs and schools. The district provides
support to the title I programs within each school by providing an additional
instructional Supervisor. The instructional supervisor meets weekly or
bi-weekly (as needed) with each other or with principals to confer on data
analysis, curriculum, strategies, professional development, personnel, and, if
needed, budget matters concerning the title I programs. Additional supplies
such as leadership books and teacher training materials will be purchased as
needed ($6,000).
Action Type: Professional Development
Action Type: Technology Inclusion
Burris,
Kuras
Start: 07/01/2014
End: 06/30/2015
Computers
District Staff
Outside Consultants
Performance Assessments
Title I
Employee Salaries: $42,403.00
Title I
Employee Benefits: $10,998.25
NSLA (State-281)
Materials & Supplies: $6,000.00
NSLA (State-281)
Employee Benefits: $10,998.25
NSLA (State-281)
Employee Salaries: $42,403.00
ACTION BUDGET: $112,802.50
The District ACSIP is reviewed and revised annually by the ACSIP Peer
Review Team, composed of principals, superintendent, parents, and ACSIP
chair members.Action Type: Collaboration
Action Type: Parental Engagement
Grace,
Burris,
Kuras
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Central Office
Teachers
ACTION BUDGET:
The district is providing support to the schools in needs improvement status
via the Instructional Supervisors. They meet weekly or bi-weekly as needed,
with staff or with principals to confer on data analysis, curriculum, strategies,
PD, literacy, math, personnel, and budget matters.
Action Type: Collaboration
Kuras,
Burris
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Central Office ACTION BUDGET:
Progress of students will be assessed and implementation of best instructional
strategies will continue.Building-level leaders as well as Instructional
Supervisors will utilize TESS (teacher evaluation) in order to determine the
effectiveness of classroom practices and procedures.Students who are at risk
of not meeting AYP are given additional assistance by tutors or study skills
teachers (HQT).
Action Type: Program Evaluation
Principals,
Burris,
Kuras
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
November 24, 2014 Priority 1: Administrative Support Page 2
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Dardanelle has approved a comprehensive school improvement plan, which includes appropriate program goals, evaluations, budgetsand assurances. All required parties are consulted in the planning, development, and implementation of the programs and activities as indicated inthe ACSIP. All schools and students are afforded administrative support. Proven high-fidelity, academic programs enabling all students to meetacademic objectives have been implemented. The NEEDS ASSESSMENT in the Dardanelle School District has shown that the Special Educationand ELL subpopulations need assistance to achieve proficiency in literacy.Actions Person Responsible Timeline Resources Source of Funds
Total Budget $302,094.16
November 24, 2014 Priority 1: Administrative Support Page 3
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention ALE-An Alternative Learning Environment Program is in place to address at-risk students.Scientific Based ResearchResearch: 1. Alternative Learning Environments. Number 6. December 1995. Southwest Educational Development Laboratory.<http://www.sedl.org/policy/insights/altlearn9512;2. Barr, Robert D. and William H. Parrett, Hope at Last for At-Risk Youth. Allyn andBacon, Needham Heights, MA. (As summarized in Effective Schools Research Abstracts Volume 13, Issue 3; 3. Johnson, Debra, "PerformancePentagon: Five Strategies to Help All Students Make the Grade," NASSP Bulletin 85, 629 (December 2005): 40-54. (As summarized in EffectiveSchools Research Abstracts Volume 16, Issue 8) http://www.nassp.org
Actions Person Responsible Timeline Resources Source of FundsA curriculum is provided in ALE that includes mathematics, science, social
studies, and language arts aligned with the regular classroom instruction.
Computer programs, when used, supplement teacher instruction. Lessons are
in alignment to the Common Core Standards. The ALE curriculum for high
school students is a result of an individual improvement plan arrived at by a
committee of parents, principal, counselor, and teachers.
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology Inclusion
Lane,
Cole
Start: 07/01/2014
End: 06/30/2015
Computers
District Staff
School Library
Teachers
Teaching Aids
ACTION BUDGET:
A review and evaluation of ALE student academic progress in the ALE
program is conducted. Participating students will achieve proficiency or
above on the Arkansas Benchmark or EOC exams.
Action Type: Program Evaluation
Counselors,
Principals,
ALE Teachers
Start: 07/01/2014
End: 06/30/2015
District Staff
Performance Assessments
Teachers
ACTION BUDGET:
November 24, 2014 Priority 1: Administrative Support Page 4
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Intervention ALE-An Alternative Learning Environment Program is in place to address at-risk students.Actions Person Responsible Timeline Resources Source of FundsDardanelle High School and Middle School provides an alternative learning
environment for students who fail to thrive in the regular campus
environment. Students are placed in the ALE environment based upon
recommendation by committee. The students must have many factors that
hinder their ability to succeed in the normal classroom before placement is
considered) Students are transitioned back into the regular classroom on a
gradual basis and are exited the program based upon committee
recommendation and success within the ALE program. Classroom aides
works to assist the certified teachers (White, .57NSLA $29528.43 and
Pierce, .28NSLA $14015.88) and provide additional support for students in
order to maximize student learning (Flores, 1fte, NSLA,$21599.00).
Students have access to the counselor, nurse, and other support services as
provided to all students. A certified teacher will work in the ALE classroom
(Cole, 1fte, NSLA, $45823.00)to provide a high-quality, rigorous, learning
environment for all students.
Action Type: Collaboration
Cole,
Flores,
White,
Pierce
Start: 07/01/2014
End: 06/30/2015
Computers
Teachers
Teaching Aids
NSLA (State-281)
Employee Benefits: $31,296.21
NSLA (State-281)
Employee Salaries: $110,966.31
ACTION BUDGET: $142,262.52
Dardanelle Elementary and Primary School provides a licensed teacher to
develop a high-quality and rigorous learning environment for all ALE
students (Lane, 1fte, ALE, $47569.00). Students are placed in the ALE
environment based upon recommendation by committee. The students must
have many factors that hinder their ability to succeed in the normal classroom
before placement is considered) Students are transitioned back into the
regular classroom on a gradual basis and are exited the program based upon
committee recommendation and success within the ALE program. One aide
works with the certified teacher to aid in meeting the needs of all
students(Rowland,1fte,NSLA $19168.00).Materials and supplies will be
granted as needed to further student achievement (manipulatives, strategies,
professional books, ($4021.43) and technology such as Chrome books and
Ipads (10 @ $500 each for $5,000)
Action Type: Equity
Lane,
Rowland
Start: 07/01/2014
End: 06/30/2015
District Staff
Teachers
NSLA (State-281)
Employee Benefits: $5,967.87
NSLA (State-281)
Employee Salaries: $19,168.00
ALE (State-275)
Materials & Supplies: $9,021.43
ALE (State-275)
Employee Benefits: $12,116.69
ALE (State-275)
Employee Salaries: $47,569.00
ACTION BUDGET: $93,842.99
Total Budget $236,105.51
November 24, 2014 Priority 1: Administrative Support Page 5
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Intervention IMPACT OF PROFESSIONAL DEVELOPMENT-Staff will participate in professional development to increase student achievement.All professional development provided focuses on high expectations for all students
Scientific Based Research"High-Quality Professional Development Supports Ed Reform." Improving America’s Schools:Issues in School Reform.www.ed.gov/pubs/IASA/newsletters/profdev/hqprodev.html 3. Hill, Heather C., Brian Rowan, and Deborah Loewenberg Ball, "Effects ofTeachers’ Mathematical Knowledge for Teaching on Student Achievement," American Ed Research Journal 42, 2 Summer 2005: 371-406.Effective Schools Research Abstracts Volume 20, Issue 3 American Educational Research Journal http://www.aera.net
Actions Person Responsible Timeline Resources Source of FundsThe number of students scoring proficient or above on the state mandated
achievement test will increase. The staff incorporates strategies and
techniques from the professional development into their lessons. Professional
development services are provided by Arch Ford, local staff, and outside
consultants.Action Type: Professional Development
Action Type: Program Evaluation
Burris,
Grace
Start: 07/01/2014
End: 06/30/2015
District Staff
Outside Consultants
Teachers
ACTION BUDGET:
Attendance at conferences (Title I, state meetings, Arch Ford Educational
Cooperative, local workshops, training, etc.), (Title I, Act 59-PD, and local
funds) is offered to staff to continue to seek methods to raise the achievement
levels of all students. At risk students are a priority. Materials and supplies
will be provided as necessary.
Action Type: Professional Development
Burris,
Kuras
Start: 07/01/2014
End: 06/30/2015
Administrative StaffACTION BUDGET:
The staff participates in professional development on how to analyze and
effectively use data to increase student achievement. Teachers attend summer
sessions at Arch Ford Educational Cooperative pertaining to this. Specialists
from Arch Ford Educational Cooperative come on campus to assist staff in
analyzing data. (Arch Ford Fee $15000)
Action Type: Collaboration
Principals,
Grace
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Outside Consultants
Teachers
PD (State-223)
Purchased Services: $15,000.00
ACTION BUDGET: $15,000.00
ACT 59. Staff will further their professional university studies. Tuition for
three to six hours is reimbursed. Coursework is directly connected to
improving the academic achievement of Dardanelle students. $4799.24
Action Type: Collaboration
Action Type: Professional Development
Burris Start: 07/01/2014
End: 07/01/2014
PD (State-223)
Purchased Services: $4,799.24
ACTION BUDGET: $4,799.24
November 24, 2014 Priority 1: Administrative Support Page 6
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Intervention IMPACT OF PROFESSIONAL DEVELOPMENT-Staff will participate in professional development to increase student achievement.All professional development provided focuses on high expectations for all studentsActions Person Responsible Timeline Resources Source of FundsSupplies such as resource books and technology will be provided as needed
to accommodate Dardanelle students that attend private school. Resources
and supplies will be utilized to implement the skills learned by teachers
through professional development training.
Action Type: Collaboration
Action Type: Professional Development
Burris,
Kuras
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
A teacher support program will be directed by the Instructional Supervisors.
The purpose of this program will be to support novice teachers, teachers in
track one and tract three of TESS, and teachers recommended by the
principal. Outside presenters will be used as necessary.Administrators will
attend professional development opportunities as necessary (PD $5200)
Materials such as resource books and supplies will be purchased as
necessary. (PD $6223.76)
Action Type: Collaboration
Action Type: Equity
Kuras,
Burris
Start: 07/01/2014
End: 07/01/2014
PD (State-223)
Purchased Services: $11,423.76
ACTION BUDGET: $11,423.76
A district-level professional development center will be equipped with
technology in order to provide high-quality training opportunities for
teachers. Technology will include 4 LCD projectors at $1200 each; a chrome
cart with (20 chrome books at $500 each and a cart at $2000; 2 mimo’s at
$700 each for $1400 and 20 ipads at 12 @$500 each for $6,000) Total
($24,200 NSLA)
Action Type: Equity
Action Type: Professional Development
Grimes Start: 07/01/2014
End: 06/30/2015
NSLA (State-281)
Capital Outlay: $6,800.00
NSLA (State-281)
Materials & Supplies: $17,400.00
ACTION BUDGET: $24,200.00
Total Budget $55,423.00
November 24, 2014 Priority 1: Administrative Support Page 7
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Dardanelle Primary, Intermediate, and High Schools are provided with additional assistance by District Administrative staff toadvance school improvement status.
Scientific Based Research(1.)Ethridge, Sheldon D., "Title I Schoolwide Programs: District Support for Achieving Success," Journal of Education for Students Placed At-Risk6, 4 (2001): 335-356. Effective Schools Research Abstracts Volume 16, Issue 5; (2.)Thompson, Scott, "Creating a High-Performance SchoolSystem," Phi Delta Kappan 84, 7 (March 2003): 488-495. Effective Schools Research Abstracts Volume 18, Issue 1.
Actions Person Responsible Timeline Resources Source of FundsScientifically-based strategies are used by all teachers and paraprofessionals.
Local curriculum and instruction are aligned with the Arkansas Content
Frameworks and Common Core.Action Type: Equity
Action Type: Program Evaluation
Instructional Supervisor Start: 07/01/2014
End: 06/30/2015
Administrative Staff
District Staff ACTION BUDGET:
Dardanelle Primary School provides for activities to ease students’ emotional
and academic transitions from early childhood programs to elementary
school programs by maintaining a close relationship with area preschool
programs. The preschools continue to be provided with curricular materials
that coordinate with the curriculum in place at Dardanelle Primary.
Action Type: Alignment
Action Type: Collaboration
Hettingan Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Community Leaders
Teachers
ACTION BUDGET:
Point-in-Time remediation (RTI) activities are to ensure that students
experiencing difficulty mastering the proficient or advanced levels of
academic achievement standards required by the state are being provided
with effective, timely additional assistance. This includes measures to ensure
that students difficulties are being identified on a timely basis and providing
sufficient information to give effective assistance.
Action Type: Program Evaluation
Instructional Supervisor Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
Federal, state, and local funds are used to coordinate and integrate services to
improve instruction and increase student achievement.
Action Type: Collaboration
Principals,
Instructional Supervisor
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
District Staff
Teaching Aids
ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 1: Administrative Support Page 8
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention EQUITY. Efforts are made to recruit minority staff as vacancies occur.Scientific Based ResearchGursky, Dan. Recruiting minority teachers: Programs aim to balance quality and diversity in preparing teachers. American Teacher. February 2002.www.aft.org/pubs-reports/american teacher/feb02/feature.html(2.) Core Problems, a report by The Education Trust, Washington, D.C., November2008. (www.edtrust.org) (As summarized in Effective Schools Research Abstracts Volume 23, Issue 7)
Actions Person Responsible Timeline Resources Source of FundsAdvertisements of teaching vacancies along with other vacancies are placed
in state-wide newspaper, local school district web site, ADE website and/or
in universities’ placement offices.
Action Type: Equity
Superintendent,
Burris
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Central Office
Teachers
ACTION BUDGET:
Minority students are encouraged to consider education as a career. A unit in
career orientation has been designed to encourage students to pursue a career
in education. Members of the teaching staff lead discussions in careers
classes to expose minority students to career choices available in education.
This is ongoing.
Action Type: Equity
Superintendent,
Burris
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
Minority students are actively sought to serve as peer tutors at the high school
and middle school level after-school hours.
Action Type: Equity
Superintendent,
Burris
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
The number of minority staff members will increase yearly.
Action Type: Program Evaluation
Witt Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Central Office ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 1: Administrative Support Page 9
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
2 Priority 2: Improvement of reading performance
2.1 Goal: Each building within the district will ensure that students will improve in reading comprehension in all curricular areas to a proficiency levelor above. Emphasis will be placed on students at risk as indicated on assessments -- ELL--literacy; SpEd--literacy and math, socio-disadvantaged.
Benchmark: Each school and their staff will be engaged in activities and practices to ensure that there will be adequate yearly progress of students movingfrom below proficient to proficient or above on the Literacy Benchmark Exam. Evidence of best practices will be shown through classroom observation data.
Intervention Staff and administrators of each school will ensure that parents will become more involved in the progress of their children inacademic subjects by increasing the interaction between home and school.
Scientific Based ResearchResearch: Cotton, Kathleen and Karen Reed Wikelund. (1997). Parent Involvement in Education.Close-Up 6. School Improvement Research Series(SIRS). Northwest Regional Educational Laboratory <http://www.nwrel.org/scpd/sirs/3/cu6.html5/1989 Gordon, Molly F. & Karen Seashore Louis,Linking Parent and Community Involvement with Student Achievement: Comparing Principal and Teacher Perceptions of Stakeholder Influence,American Journal of Education, 116 (November 2009): 1-31. (As summarized in Effective Schools Research Abstracts Volume 24, Issue 9)
Actions Person Responsible Timeline Resources Source of FundsTrips to the annual Parent Conferences in the fall of 2014 and the spring of
2015 and other parenting meetings are made available.
Action Type: Parental Engagement
Action Type: Professional Development
Counselors Start: 07/01/2014
End: 06/30/2015
District Staff
Outside Consultants ACTION BUDGET:
Counselors and Principals assist parents in the building-level Parent Center.
There is an emphasis on collaborating with parents/community in an effort to
afford all students with an equal opportunity to meet their highest
achievement levels.Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Counselors,
Principals
Start: 07/01/2014
End: 06/30/2015
Computers
District Staff
Teachers
Teaching Aids
ACTION BUDGET:
All schools meet the Title I requirement for PARENTAL INVOLVEMENT
with the School/Parent Compact housed in the administrative office of each
building. Parental Surveys are used to increase program effectiveness.
Action Type: Parental Engagement
Principals Start: 07/01/2014
End: 06/30/2015
Administrative Staff
District Staff ACTION BUDGET:
November 24, 2014 Priority 2: Literacy Page 10
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Staff and administrators of each school will ensure that parents will become more involved in the progress of their children inacademic subjects by increasing the interaction between home and school.Actions Person Responsible Timeline Resources Source of FundsStudents will increase in achievement by attaining proficiency or above on
state benchmark or EOC tests. Study skills teachers, tutors, or
interventionists will evaluate AYP’s of students not attaining proficiency or
above on state benchmark or EOC tests and provide additional assistance to
address their particular deficits.
Action Type: Program Evaluation
Counselors Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
Students will be emerged in a technology enrich literacy classroom. Chrome
books, desktop computers, ipads, etc. will be used for students to have
hands-on experience with research and the ability to interact with various
forms of electronic media (20 computers at $625 each for $12,500).
Action Type: Alignment
Kuras Start: 07/01/2014
End: 06/30/2015
Title VI State
Materials & Supplies: $12,500.00
ACTION BUDGET: $12,500.00
Total Budget $12,500.00
November 24, 2014 Priority 2: Literacy Page 11
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Additional professional assistance is given to middle school students with academic deficiencies.Scientific Based ResearchResearch: (1)Gersten, Russell, Scott Baker, Joyce Smith-Johnson, Joseph Dimino, and Anne Peterson, "Eyes on the Prize: Teaching ComplexHistorical Content to Middle School Students with Learning Disabilities," Exceptional Children 72, 3 (Spring 2006): 264-280. (As summarizedin Effective Schools Research Abstracts Volume 21, Issue 3) Exceptional Children has a web site at http://www.cec.sped.org/bk/ec-jour.html (2)Ness, Molly, "Reading Comprehension Strategies in Secondary Content-Area Classrooms," Phi Delta Kappan 89, 3 (November 2007): 229-231.
Actions Person Responsible Timeline Resources Source of FundsA certified teacher assists all seventh grade students with an emphasis on
those with academic deficiencies to achieve proficient or above.
Action Type: Alignment
Action Type: Equity
Childres Start: 07/01/2014
End: 06/30/2015
TeachersACTION BUDGET:
Benchmark scores of reading comprehension are examined yearly for student
progression. Assessment data are evaluated for progress throughout the year
to determine adequate yearly progress. Student reports of those receiving
additional assistance are studied.
Action Type: Program Evaluation
Childres Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Performance Assessments
Teachers
ACTION BUDGET:
Students who scored below proficient are afforded additional remedial
assistance with certified teachers during the school day.
Action Type: Collaboration
Action Type: Parental Engagement
Walter Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Performance Assessments
Teachers
ACTION BUDGET:
Certified teachers will be trained in strategies for students with academic
deficiencies (Lit Lab, Skills Lab, C.L.A.S.S.)using local, Arch Ford, and
state resources. (PD $ 5500).
Action Type: Professional Development
Principals Start: 07/01/2014
End: 06/30/2015
PD (State-223)
Purchased Services: $5,500.00
ACTION BUDGET: $5,500.00
Total Budget $5,500.00
November 24, 2014 Priority 2: Literacy Page 12
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention High school students with academic deficiencies are given additional professional assistance.Scientific Based ResearchResearch: North Central Regional Educational Laboratory. "Critical Issue: Rethinking Learning for Students at Risk." Learning PointAssociates. 1997. www.ncrel.org/sdrs/areas/issues/students/atrisk/at700.htmWill, Madeleine, Assistant Secretary, Office of Special Education andRehabilitation Services, U.S. Department of Education. Educating Students with Learning Problems - A Shared Responsibility: A Report to theSecretary. Washington, D.C. 1986. (As summarized in Effective Schools Research Abstracts Volume 2, Issue 2)
Actions Person Responsible Timeline Resources Source of FundsELL students are provided with ELL-skilled instructional services by
certified teachers-to ensure they receive additional and ample assistance.
Evaluation includes progress on state required tests.
Action Type: Equity
Action Type: Program Evaluation
Lawrence,
George
Start: 07/01/2014
End: 06/30/2015
Teachers
Teaching Aids ACTION BUDGET:
Criterion Reference Test scores and teacher prepared tests are examined to
determine student progression throughout the year.
Action Type: Program Evaluation
Action Type: Technology Inclusion
Lawrence,
Hudgeons,
Wade,
James
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Computers
Performance Assessments
Teachers
ACTION BUDGET:
The Skills Lab curriculum includes intensive silent reading, vocabulary
development, direct instruction in reading and writing. This is a three-year
projected project. A new syllabus will be developed for augmented skills lab
classes. This gives students more vocabulary development and increases
writing instruction early in high school. Brainpop-an interactive vide and
quiz program ($2000 NSLA) will be used district wide to provide enhanced
segments into instruction.
Action Type: Program Evaluation
Lawrence Start: 07/01/2014
End: 06/30/2015
District Staff
Teachers
NSLA (State-281)
Materials & Supplies: $2,000.00
ACTION BUDGET: $2,000.00
Certified teachers will be trained in strategies for students with academic
deficiencies (Lit Lab, Skills Lab)using local, Arch Ford, and state resources.
(PD $7300)
Action Type: Professional Development
Principals Start: 07/01/2014
End: 06/30/2015
PD (State-223)
Purchased Services: $7,300.00
ACTION BUDGET: $7,300.00
Total Budget $9,300.00
November 24, 2014 Priority 2: Literacy Page 13
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Students will have greater access to individual reading instruction.Scientific Based Research(1.)"Critical Issue: Providing Effective Schooling for Students at Risk", Costello, Mary Ann, NCREL (2.)Miller, Samuel, Gerald G. Duffy, JeanRohr, Robert Gasparello, and Sue Mercier, "Preparing Teachers for High-Poverty Schools," Educational Leadership 62, 8 (May 2005): 62-65.Effective Schools Research Abstracts Volume 20, Issue 3.Educational Leadership http://www.ascd.org/cms/index.cfm?TheViewID=353&flag=353
Actions Person Responsible Timeline Resources Source of FundsAdditional personnel is added to address the academic deficiencies of all
at-risk, Economically Disadvantaged and ELL, students. The teachers work
in the classrooms during reading in conjunction with the core classroom
teachers. "Point in Time" (RTI) remediation is also conducted. These
teachers assist at risk students on individual reading levels with resourceful
teaching interventions. Computer software is also being used.
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion
Reading Teachers Start: 07/01/2014
End: 06/30/2015
Computers
Performance Assessments
Teachers
Teaching Aids
Title Teachers
ACTION BUDGET:
Aides work in classrooms during reading in conjunction with the core
classroom teacher to assist at-risk students. Differentiation occurs in all
classrooms in order to meet the needs of students with various learning styles.
Action Type: Collaboration
Burris,
Kuras,
Aides
Start: 07/01/2014
End: 06/30/2015
TeachersACTION BUDGET:
Progress is evaluated by Target tests and/or teacher constructed tests
three-four times yearly by reading teachers to determine improvement in
comprehension.
Action Type: Program Evaluation
Principals,
Counselors,
Reading Teachers
Start: 07/01/2014
End: 06/30/2015
Performance Assessments
Teachers ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 2: Literacy Page 14
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Align literacy curriculum with the Common Core Standards as we move to PARCC assessments.Scientific Based Research1. Jacobs, H.H. (1997). "Mapping the big picture: Integrating curriculum and assessment k-12." Association for Supervision and CurriculumDevelopment. (2) Rowan, Brian and Robert J. Miller, "Organizational Strategies for Promoting Instructional Change: Implementation Dynamicsin Schools Working with Comprehensive School Reform Providers," American Educational Research Journal 44, 2 (June 2007): 252-297.(As summarized in Effective Schools Research Abstracts Volume 22, Issue 1) American Educational Research Journal has a web site athttp://www.aera.net (3)O’Shea, Mark R., From Standards to Success, ASCD, Alexandria, VA, 2005. (As summarized in Effective Schools Research
Actions Person Responsible Timeline Resources Source of FundsClassroom teachers horizontally and vertically align the literacy curriculum
to the Common Core State Standards and create curriculum maps for each
grade incorporating PARCC assessment goals into these grade level
curriculum maps. Instructional supervisors provide benchmarks to classroom
teachers based on curriculum maps to document the literacy skills taught in
their lesson plans. The Instructional supervisor meets with classroom
teachers to update curriculum maps.
Action Type: Alignment
Action Type: Collaboration
Kuras Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
Achievement tests and Benchmark tests scores are evaluated by appropriate
classroom teachers/counselors yearly to determine if students are achieving
academic growth.
Action Type: Program Evaluation
Counselors,
Principals,
Instructional Supervisor
Start: 07/01/2014
End: 06/30/2015
TeachersACTION BUDGET:
Teachers develop Academic Improvement Plans for those students scoring
basic or below on the state assessment. Teachers meet regularly, by grade
level, to review progress of students who have AIPs, students who scored
basic/below on the state assessment, and below grade level in reading
according to the diagnostic tests.
Action Type: AIP/IRI
Action Type: Alignment
McElligott,
Kuras
Start: 07/01/2014
End: 06/30/2015
District Staff
Teachers ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 2: Literacy Page 15
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
3 Priority 3: Improvement of mathematics skills
3.1 Goal: All students will improve in problem solving skills in mathematics. At risk students (specifically Special Ed and ELL) will receive neededadditional assistance as indicated on state assessments.
Benchmark: Teachers will ensure that there will be Adequate Yearly Progress of student achievement in mathematics. Evidence of best practices will beshown through classroom observation data and scores on standardized testing.
Intervention Certified teachers will provide students personal assistance with math remediation. Computer programs are also used.Scientific Based Research(1.)Riverdeep, Inc. Destination Math Validation Studies <http://www.riverdeep.net>Kasten, Margaret - Howe, Robert W. Students at Risk inMathematics: Implications for Elementary Schools. http://www.apples4theteacher.com; (2.)Grouws, Douglas A. - Cebulla, Kristin J. ED463953.Improving Student Achievement in Mathematics Part 2: Recommendations for the Classroom. 2000-12-00;
Actions Person Responsible Timeline Resources Source of FundsRemediation is provided with supplemental instruction. Remediation
provided with the use of technological resources (moby max, STAR math)
and computer programs is utilized to target students scoring below proficient
in math on state assessments.Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
Lawrence,
Taylor,
McKellar,
McCurdy
Start: 07/01/2014
End: 06/30/2015
Computers
District Staff
Performance Assessments
Teachers
ACTION BUDGET:
Students in the Middle School are afforded the opportunity to participate in
after school math tutoring by math instructors as funds become available.
Action Type: Equity
Burris Start: 07/01/2014
End: 06/30/2015
District Staff
Performance Assessments
Teachers
Teaching Aids
ACTION BUDGET:
At risk students will increase their math scores on criterion referenced tests.
Action Type: Program Evaluation
Counselors Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Instructional Spervisors work to provide teachers training in curriculum
alignment and offer professional development opportunities to enhance and
increase student achievement. Training materials such as resource books,
calculators, and manipulatives are purchased as needed. ($6,724.10 NSLA).
Mac books are purchased for instructional supervisors and teachers use
during small group trainings (3 for $2491.81 TITLE VI)
Action Type: Collaboration
Action Type: Professional Development
Kuras,
Burris
Start: 07/01/2014
End: 07/01/2014
Title VI State
Materials & Supplies: $2,491.81
NSLA (State-281)
Materials & Supplies: $6,724.10
ACTION BUDGET: $9,215.91
November 24, 2014 Priority 3: Math Page 16
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Certified teachers will provide students personal assistance with math remediation. Computer programs are also used.Actions Person Responsible Timeline Resources Source of FundsHigh school and middle school students are provided the opportunity to
attend before and after school tutoring and extended library, per the 21st
century before and after school program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Burris Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Teachers are provided training in mathematical programs such as cognitively
guided instruction and thinking mathematically. Teachers use resources
provided by ADE and other resources such as Dr. Linda Griffith in order to
gain knowledge, skills, and resources to align and deliver curriculum aligned
with the common core state standards.Action Type: Alignment
Action Type: Collaboration
Burris Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Students will be emerged in a technology enrich mathematics classroom.
Action Type: Alignment
Burris Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
Total Budget $9,215.91
November 24, 2014 Priority 3: Math Page 17
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Parents will become more involved in the progress of their children in learning mathematics.Scientific Based ResearchCotton, Kathleen, and Karen Reed Wikelund. Parent Involvement in Education. Close-Up 6. School Improvement Research Series (SIRS).Northwest Regional Educational Laboratory.
Actions Person Responsible Timeline Resources Source of FundsMaterials are purchased for the building level parent center for parents and
students.Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Principals Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Certified teachers are available to assist students and parents in obtaining
resources needed to scaffold student learning and improve student
achievement in mathematics.Action Type: Equity
Action Type: Parental Engagement
Counselors,
Principals
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Surveys are conducted to monitor the effectiveness of the parent resources as
assessed by patrons. Analysis of Benchmark and end of course assessments
are made to determine increases in student achievement.Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
Princpals,
Counselors
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 3: Math Page 18
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Instructional leaders will work to assure that mathematics curriculum is aligned with (CCSS) Common Core State Standards.Scientific Based Research1. Jacobs, H.H. (1997). "Mapping the big picture: Integrating curriculum and assessment k-12." Association for Supervision and CurriculumDevelopment. (2) Rowan, Brian and Robert J. Miller, "Organizational Strategies for Promoting Instructional Change: Implementation Dynamicsin Schools Working with Comprehensive School Reform Providers," American Educational Research Journal 44, 2 (June 2007): 252-297.(As summarized in Effective Schools Research Abstracts Volume 22, Issue 1) American Educational Research Journal has a web site athttp://www.aera.net (3)O’Shea, Mark R., From Standards to Success, ASCD, Alexandria, VA, 2005. (As summarized in Effective Schools ResearchAbstracts Volume 20, Issue 8)
Actions Person Responsible Timeline Resources Source of FundsInstructional Supervisors will work with teachers and Instructional Leaders
to develop scope and sequence documents and "unwrap" the CCSS in
mathematics.Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Kuras,
Burris
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Instructional Supervisors will work with building-level and teachers within
PLC’s to assure that math lessons are designed in alignment with CCSS.
Instructional Supervisors will oversee the use of resources and materials that
will lend to teaching mathematics at the CCSS level.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Kuras,
Burris
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Professional development will be provided by the district instructional
supervisors as well as outside presenters. Outside presenters such as Mr.
Thomas Pennington will be used to provide teacher training. The training
will be provided to teachers regarding the common core standards. This
professional development might include but not be limited to items such as:
unwrapping, scope and sequence design, horizontal and vertical curriculum
planning, instructional technology, teaching strategies. Additional work will
be provided in teacher training at the intermediate and primary levels.
(materials such as resource books, refreshments, and necessary training
materials (highlighters, sticky notes, etc., will be purchased as necessary (PD
$10900).
Action Type: Equity
Action Type: Professional Development
Kuras,
Burris,
Principal
Start: 07/01/2014
End: 07/01/2014
PD (State-223)
Purchased Services: $5,900.00
PD (State-223)
Materials & Supplies: $5,000.00
ACTION BUDGET: $10,900.00
November 24, 2014 Priority 3: Math Page 19
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Instructional leaders will work to assure that mathematics curriculum is aligned with (CCSS) Common Core State Standards.Actions Person Responsible Timeline Resources Source of FundsEvaluation: Students level of understanding will increase in mathematics. As
a result, individual buildings will see improvement in interim assessment
data, benchmark, end-of-course data, and ESEA accountability reports.
Action Type: Program Evaluation
Burris,
Kuras
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Total Budget $10,900.00
November 24, 2014 Priority 3: Math Page 20
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
4 Priority 4: To create a safe and drug free environment
4.1 Goal: With district support, building administrators and staff will utilize the building ACSIP Plans to promote a safe and drug-free learningenvironment that supports learning.
Benchmark: Staff and administration endeavor to see that students will perceive school as a safe place as evidenced on student surveys. There will beAdequate Yearly Progress (AYP)of students scoring basic or below basic on the ACTAAP Literacy and Mathematics exam.
Intervention Dardanelle school district will provide administrative support to principals, faculty and staff in order to provide an environment thatis safe, inviting, and conducive to learning.
Scientific Based ResearchHolloway, John H. "Addressing the Needs of Homeless Students", Educational Leadership Dec. 2002, Jan. 2003:89-90, Schwartz, Wendy. SchoolPrograms and Practices for Homeless Students, ERIC Digest 105
Actions Person Responsible Timeline Resources Source of FundsDesignated homeless students are afforded access to supplies and materials
as needed. The amount of funding is determined by per-pupil allocations x
number of homeless ($61.72*81 students) $5000
Action Type: Equity
Counselors Start: 07/01/2014
End: 06/30/2015
Title I
Materials & Supplies: $5,000.00
ACTION BUDGET: $5,000.00
Benchmark and EOC scores will increase for homeless students due to the
identification and resources received.
Action Type: Program Evaluation
Counselors,
Principals
Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
A district homeless liaison works with counselors to ensure that homeless
students are identified, enrolled in school, and have opportunities for
academic success.Action Type: Collaboration
Action Type: Equity
Keeling Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
Administrators, teachers, bookkeepers, secretaries, and paraprofessionals are
trained to identify homeless students and signs of child maltreatment as
mandated by ACT 1236.
Action Type: Professional Development
District Staff Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
November 24, 2014 Priority 4: Safe Schools Page 21
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Dardanelle school district will provide administrative support to principals, faculty and staff in order to provide an environment thatis safe, inviting, and conducive to learning.Actions Person Responsible Timeline Resources Source of FundsCounselors work to inform students and families of the importance of safe
and drug free behavior through such programs as Red Ribbon Week, parent
nights regarding drug prevention, bullying, violence prevention, DARE,
MADD, and internet safety. Outside presenters will be used to train and work
with all staff members to educate in school safety.
Action Type: Collaboration
Counselors,
Staff
Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
Two SRO’s are available for eight hours each day throughout the district.
They are visible and interact with students in the halls, cafeteria, and on the
school grounds in order to promote safe schools. County deputies(Parsons
1fte NSLA; and Frank, 1fte NSLA)($42445 each for $84890.
Action Type: Collaboration
Action Type: Equity
new officers Start: 07/01/2014
End: 06/30/2015
NSLA (State-281)
Purchased Services: $84,890.00
ACTION BUDGET: $84,890.00
The District Safety Supervisor provides professional development regarding
the implementation of the Building and District Crisis Plans. Building-level
Crisis Facilitators oversee and carryout regularly scheduled drills as outlined
in the Building Crisis Plan.
Action Type: Collaboration
Action Type: Professional Development
Ed Vestal Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
Total Budget $89,890.00
November 24, 2014 Priority 4: Safe Schools Page 22
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
5 Priority 5: Student wellness will be promoted to encourage optimum health of all.
5.1 Goal: The district will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the averageBMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestylechoices.
Benchmark: Students will maintain or decrease an average Body Mass Index (BMI) for those evaluated.
Intervention Administrative Support for Wellness, Schools will implement practices to provide opportunities for students to practice healthybehaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.
Scientific Based ResearchJournal of the American Dietetic Association, 103(7): 887-93. 2003.NAL Call Number: 389.8 Am34Position of the American Dietetic Association:Child and adolescent food and nutrition programs. J. Stang, C.T. Bayerl. Food and Nutrition Information Center’s (FNIC) Clinical Pediatrics,40(2): 63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive duringearly childhood. R.A. Dykman, et al. Fit, Healthy and Ready to Learn by James F. Bogden (NASBE) March 2000
Actions Person Responsible Timeline Resources Source of FundsThe Dardanelle School District has developed District Wellness Policies in
collaboration with the District Nutrition and Physical Activity Committee.
Policies include the five (5) federal requirements: goals for nutrition
education, physical activity and other school-based activities, nutrition
guidelines, guidelines for reimbursable school meals, a plan for measuring
implementation of the Wellness Policy and community involvement.
Action Type: Collaboration
Action Type: Wellness
Sigle Start: 07/01/2014
End: 06/30/2015
Central Office
Community Leaders
District Staff
Outside Consultants
ACTION BUDGET:
A registered nurse will aid in ensuring that the health and nutritional needs of
all students are met while serving as Wellness chair. The School Health
Index (SHI) will be used to evaluate district and school effectiveness(Sigle,
1fte, NSLA, $38928.00)
Action Type: Equity
Action Type: Wellness
Sigle Start: 07/01/2014
End: 06/30/2015
District Staff NSLA (State-281)
Employee Benefits: $10,245.91
NSLA (State-281)
Employee Salaries: $38,928.00
ACTION BUDGET: $49,173.91
November 24, 2014 Priority 5: Wellness Page 23
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Administrative Support for Wellness, Schools will implement practices to provide opportunities for students to practice healthybehaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.Actions Person Responsible Timeline Resources Source of FundsThe Dardanelle school district will: 1. provide support to schools to ensure
successful implementation of the wellness policies; 2. provide resources and
professional development to district and school staff to improve the overall
school nutrition environment; and 3. will promote the health and physical
activity curriculum and student health.
Action Type: Professional Development
Action Type: Wellness
Superintendent Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
The school district will support schools in the alignment and implementation
of the current Arkansas Nutrition and physical education and physical
activity standards and Arkansas curriculum frameworks. Resources,
professional development opportunities and training will be provided to
increase knowledge and advance skills for successful implementation.
Action Type: Alignment
Action Type: Professional Development
Kuras,
Burris
Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
The physical wellness and ACSIP committee will monitor the success of the
interventions by reviewing data and health assessment information.
Action Type: Program Evaluation
Action Type: Wellness
Sigle Start: 07/01/2014
End: 07/01/2014 ACTION BUDGET:
Total Budget $49,173.91
November 24, 2014 Priority 5: Wellness Page 24
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
6 Priority 6: Each school has designated a certified staff member to serve as a parent facilitator to provide training for staff and parents and to ensurethat parental participation is recognized as an asset to the school.
6.1 Goal: Effective communication among students, teachers, and parents will be emphasized in the Dardanelle Public Schools with priority on at riskstudents. A larger percentage of parents will be in contact with each school as evidenced by log in sheets and surveys.
Benchmark: Parents will be aware that the combined population in each school, along with each subgroup, is expected to meet the AMO target ascalculated by the ADE and included in the ESEA Annual Accountability Report.
Total Budget $1,000.00
November 24, 2014 Priority 6: Importance of Parent Contribution–Family and Community Engagement Page 25
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
November 24, 2014 Priority 6: Importance of Parent Contribution–Family and Community Engagement Page 26
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
7 Priority 7: English Language Learners will achieve to proficiency or above in math and literacy.
7.1 Goal: To ensure that diverse students have maximum opportunities to achieve to their potential in speaking, reading, writing and comprehension ofthe English Language. Limited English Proficient students will meet Arkansas Academic Standards and attain proficiency or above on ACTAP withsupplementary assistance.
Benchmark: Staff will endeavor to ensure that English as a Second Language students will improve in all curricular areas to a proficiency level or above.Emphasis will be placed on students at risk as indicated on assessments.Benchmark: Teachers will ensure that there will be adequate yearly progress of ELL students scoring below proficient on the literacy section of the stateBenchmark.
Intervention English Language Learner strategies are in place to address the unique needs of Limited English Proficient students.Scientific Based ResearchAssociation for Supervision and Curriculum Development has a web site at http://www.ascd.org Hill, Jane D. and Kathleen M. Flynn, ClassroomInstruction That Works With English Language Learners. Association for Supervision and Curriculum Development, Alexandria, VA, 2006. (Assummarized in Effective Schools Research Abstracts Volume 21, Issue 5) Association for Supervision and Curriculum Development has a web siteat http://www.ascd.org
Actions Person Responsible Timeline Resources Source of FundsEnglish Language Learner students are afforded ELL-skilled instructional
services to ensure they receive additional and ample assistance for promotion
or graduation in high school. ELL staff members within each building
monitor all LEP/ELL Programs. Evaluation includes progress on state
required tests. This is ongoing and will continue. The ELL program is
coordinated by a certified teacher.
Action Type: Equity
Action Type: Program Evaluation
George,
Williamson,
Galan
Start: 07/01/2014
End: 06/30/2015
TeachersACTION BUDGET:
Dardanelle ensures assessment of LEP/ELL students to measure growth in
acquiring the English language and to ensure their academic achievement is
consistent with the state accountability system. English Language Learners
(ELL) are identified as those students not proficient in English based upon
state-approved English proficiency assessment instruments including the
MAC II and ELDA. Appropriate documentation of each identified ELL
student is maintained with parental notification.
Action Type: Equity
George Start: 07/01/2014
End: 06/30/2015
TeachersACTION BUDGET:
November 24, 2014 Priority 7: Title III/ELL Page 27
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention English Language Learner strategies are in place to address the unique needs of Limited English Proficient students.Actions Person Responsible Timeline Resources Source of FundsA district ELL supervisor works with students and oversees the district ELL
program to concentrate solely on ELL students in order to meet their specific
needs and to assist them in ways that promotes academic progress (George,
1fte, ELL, $53,661.00). Imagine Learning software($15,000, Title VI) has
proven to be student user-friendly and supported by research and aligns to the
needs of our students and will be used district-wide.Action Type: Equity
Action Type: Professional Development
George Start: 07/01/2014
End: 06/30/2015
Computers
Teachers
Teaching Aids
Title VI State
Materials & Supplies: $15,000.00
ELL (State-276)
Employee Benefits: $13,435.61
ELL (State-276)
Employee Salaries: $53,661.00
ACTION BUDGET: $82,096.61
Students who pass the state exam will be measured. There will be an increase
in the number of ELL students scoring proficient or above on the state
mandated exams. Target tests under the guidance of Arch Ford Educational
Cooperative will measure the progress of students during the school year.
Review and evaluation of ELL student academic progress to determine the
effectiveness of Dardanelle’s program will be conducted.
George Start: 07/01/2014
End: 06/30/2015
Administrative Staff
Teachers ACTION BUDGET:
Total Budget $82,096.61
November 24, 2014 Priority 7: Title III/ELL Page 28
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention The LEA ensures that it has properly identified and assessed all language minority students, including immigrant students, todetermine LEP/ELL status.
Scientific Based ResearchCalhoun, Emily F., "Action Research for School Improvement," Educational Leadership 59, 6 (March 2002): 18-24. (As summarized in EffectiveSchools Research Abstracts Volume 17, Issue 8); Popham, W. James, The Truth About Testing: An Educator’s Call to Action. Association forSupervision and Curriculum Development, Alexandria, VA, 2001. (As summarized in Effective Schools Research Abstracts Volume 16, Issue 8)
Actions Person Responsible Timeline Resources Source of FundsThe Dardanelle district notifies parents of each student identified as
LEP/ELL 30 days after enrollment of the following with a notification
including: 1.Reason for identification; 2.Level of English proficiency; 3.How
the program will help their child learn English and meet standards for
graduation; 4.Specific exit requirements; and 5. Parental rights to waive
services or to immediate remove child from services.
Action Type: Parental Engagement
George Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
LEA students are properly identified and progress monitored through MAC
II and ELDA assessments. Materials and supplies are given to ELL teachers
in order to accommodate needs expressed by the assessments
Action Type: Program Evaluation
Burris,
George
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
District Staff ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 7: Title III/ELL Page 29
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
Intervention Dardanelle ensures the monitoring and evaluation of all LEP/ELL programs.Scientific Based ResearchNesselrodt, Pamela S. "Ramping Up to Meet NCLB Mandates by Creating an ESL Program Reflecting Effective Schools Research," Journal ofEducation for Students Placed at Risk, 12, 4 (2007): 441-457. (As summarized in Effective Schools Research Abstracts Volume 22, Issue 8);Williams, Trish, Edward Haertel, et al, Similar Schools, Different Results: Why Do Some Schools Do Better? EdSource, Mountain View, CA,2005. (As summarized in Effective Schools Research Abstracts Volume 20, Issue 5).
Actions Person Responsible Timeline Resources Source of FundsA certified teacher serves as coordinator for students of a second language to
ensure they receive adequate services.
Action Type: Equity
George,
Burris
Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
Classroom observations will be performed by Instructional Supervisors and
Building-Level Leaders. This data along with performance data from ELDA
will be used to determine the effectiveness of the ELL programs.
Action Type: Program Evaluation
Burris,
Kuras,
George,
Principals
Start: 07/01/2014
End: 06/30/2015
Administrative Staff
District Staff
Performance Assessments
ACTION BUDGET:
The district has only expended funds as necessary for ELL programs to be
administered. Imagine Learning licenses, Ipads, and Mimeo technology will
be purchased.
Action Type: Equity
Action Type: Program Evaluation
George Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
A description of ELL activities and funding been included in the ACSIP.
Action Type: Equity
Action Type: Program Evaluation
George,
Burris
Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
ACSIP reviews will be conducted to ensure that ELL funds are being used for
funding activities included in the ACSIP. Performance assessment results
from ELDA will be used to monitor the performance of the ELL programs.
Action Type: Equity
Action Type: Program Evaluation
George,
Burris
Start: 07/01/2014
End: 06/30/2015 ACTION BUDGET:
Total Budget $0.00
November 24, 2014 Priority 7: Title III/ELL Page 30
DARDANELLE SCHOOL DISTRICT REVIEW COPY ONLY
A School Improvement Planning Team
SCHOOL IMPROVEMENT PLANNING TEAM MEMBERSClassification Name Position CommitteeClassroom Teacher Kelly Wurst Building Chair District SteeringClassroom Teacher Kim Walter Building Chair District SteeringClassroom Teacher Randi Reece Para Professional LiteracyCommunity Representative Dawn McCormick Past School Board President District SteeringDistrict-Level Professional Annette Sigel Wellness Committee Chair District SteeringDistrict-Level Professional Jamie Burris Instructional Supervisor/Fed Programs District SteeringDistrict-Level Professional Jan George ELL Coordinator District SteeringDistrict-Level Professional John Thompson Superintendent District SteeringDistrict-Level Professional Karie Kuras Build Chair/District Instruction/Curriculum District SteeringDistrict-Level Professional Kerri Figueroa District Nutrition Director District SteeringDistrict-Level Professional Mary Lou Lane ALE Coordinator District SteeringDistrict-Level Professional Mike Grimes TechCoordinator District SteeringDistrict-Level Professional Rachelle Brown Gifted/Talented Coordinator District SteeringParent Becky Vestal SpProgFacilitator District SteeringParent Jennifer Thaxton Parent District SteeringParent Kim Witt Community Member District SteeringParent Norma Grace FedProgFacilitator District SteeringPrincipal John David Keeling MS Principal/ Homeless Coordinator District SteeringPrincipal Marcia Lawrence High School District SteeringPrincipal Sue Ann Jernigan Primary Principal District SteeringPrincipal Terry Laughinghouse Elementary Principal District Steering
November 24, 2014 Appendix School Improvement Planning Team Page 31