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School Plan

HARTFORD ELEMENTARY SCHOOL P.O. BOX 489,HARTFORD, AR 72938

Arkansas Comprehensive School Improvement Plan

2011-2012

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

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

Table of Contents

Priority 1: Literacy Goal: All students will improve their performance in writing abilities in the area multiple choice writing and in answering open-response questions in content reading passages. Priority 2: Mathematics Goal: All students will improve their performance in solving open response problems, particularly in

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

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

Supporting Data:

1. GRADE 3 Augmented/Benchmark Exam COMBINED POPULATION: In 2011, 80% scored proficient or advanced. In 2010, 74% scored proficient or advanced. In 2009, 56% scored proficient or advanced. AFRICAN AMERICANS,HISPANIC,LEP,IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2011, 83% scored proficient or advanced. In 2010, 73%

scored proficient or advanced. In 2009, 59% scored proficient or advanced. ECON. DISADVANTAGED: In 2011, 71% scored proficient or advanced. In 2010, 73% scored proficient or advanced. In 2009, 58% scored proficient or advanced.

2. GRADE 4 Augmented/Benchmark Exam COMBINED POPULATION: In 2011, 75% scored proficient or advanced. In 2010, 44% scored proficient or advanced. In 2009, 57% scored proficient or advanced. AFRICAN AMERICANS,HISPANIC,LEP,IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2011, 69% scored proficient or advanced. In 2010, 45%

scored proficient or advanced. In 2009, 54% scored proficient or advanced. ECON. DISADVANTAGED: In 2011, 77% scored proficient or advanced. In 2010, 42% scored proficient or advanced. In 2009, 55% scored proficient or advanced.

3. GRADE 5 Augmented/Benchmark Exam COMBINED POPULATION: In 2011, 73% scored proficient or advanced. In 2010, 73% scored proficient or advanced. In 2008, 68% scored proficient or advanced. AFRICAN AMERICANS,HISPANIC,LEP,IEP: The 3 year trend analysis was not done because we had fewer than 10 students.

CAUCASIAN:In 2011, 73% scored proficient or advanced. In 2010, 72% scored proficient or advanced. In 2009, 68% scored proficient or advanced. ECON. DISADVANTAGED: In 2011, 64% scored proficient or advanced. In 2010, 71% scored proficient or advanced. In 2009, 67% scored proficient or advanced.

4. GRADE 6 Augmented/Benchmark Exam

COMBINED POPULATION: In 2011, 69% scored proficient or advanced. In 2010, 76% scored proficient or advanced. In 2009, 66% scored proficient or advanced. AFRICAN AMERICANS,HISPANIC,LEP,IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2011, 68% scored proficient or advanced. In 2010, 73% scored proficient or advanced. In 2009, 64% scored proficient or advanced. ECON. DISADVANTAGED: In 2011, 67% scored proficient or advanced. In 2010, 74% scored proficient or advanced. In 2009, 64% scored proficient or advanced.

5. (Grade K)- READING COMPREHENSION ITBS Combined Population: In 2011, 50% had an NPR score of 50, or above. In 2010, 45% had an NPR score of 50,

or above. In 2009, 50% had an NPR score of 50, or above. 6. (Grade 1)- READING COMPREHENSION: ITBS Combined Population: In 2011,

50% had an NPR score of 50, or above. In 2010, 38% had an NPR score of 50, or above. In 2009, 34.6% had an NPR score of 50, or above.

7. (Grade 2)- READING COMPREHENSION: ITBS Combined Population: In 2011, 50% had an NPR score of 50, or above. In 2010, 37% had an NPR score of 50, or above. In 2009, 33.5% had an NPR score of 50, or above.

8. (Grade 3)- READING COMPREHENSION: ITBS Combined Population: In 2011, 52% had an NPR score of 50, or above. In 2010, 44% had an NPR score of 50, or above. In 2009, 38% had an NPR score of 50, or above.

9. (Grade 4)- READING COMPREHENSION: ITBS Combined Population: In 2011, 38% had an NPR score of 50, or above. In 2010, 60% had an NPR score of 50,

or above. In 2009, 51% had an NPR score of 50, or above. 10. (Grade 5) READING COMPREHENSION: ITBS Combined Population: In 2011,

54% had an NPR score of 50, or above. In 2010, 63% had an NPR score of 50, or above. In 2009, 51% had an NPR score of 50, or above.

11. (Grade 6)- READING COMPREHENSION: SAT-10 Combined Population: In 2011, 45% had an NPR score of 50, or above. In 2010, 54% had an NPR score of 50, or above. In 2009, 46% had an NPR score of 50, or above.

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

analysis in K-6 literacy of the open response questions in the five writing domains revealed that the lowest were: content and style.

13. ATTENDANCE RATE: In 2011, the attendance rate was 91.13%. In 2010, the attendance rate was 92.3%. In 2009, the attendance rate was 86.5%.

14. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Departmental/Grade Level Teams and analyzed the test scores from the 2011 administration of the 3-6 Augmented Benchmark and ITBS Exams. We found that the combined population was the weakest. Based on our Data Analysis we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: literary passages, open response, literacy content and paractical passages and writing was content and style. These areas did improve to qualify us for safe harbor, but did not meet AYP leaving for

improvement in school year 2011-12. We will continue to modifying our Curriculum, Instruction, Assessment and Professional Development practices to better meet the needs of all our populations. We will continue to coordinate our various state and federal funding sources to address these areas.

Goal All students will improve their performance in writing abilities in the area multiple choice writing and in answering open-response questions in content reading passages.

Benchmark

The Combined Population and each subgroup will meet or exceed the 2011 AYP target of 85.6 of students scoring proficient/advanced or to meet the provisions required to invoke Safe Harbor or the Growth Model developed by the Arkansas Department of Education. The 2010 AYP target was 78.4.

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

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

Actions Person

Responsible Timeline Resources Source of Funds

PHONICS: Teachers will provide Phonics instruction by: -identifying benchmarks at each semester of K-1st

-engaging students in daily systematic and explicit instruction: explanation and modeling, guided practice, independent practice -reinforcing phonics skills throughout the reading block -differentiating phonics skills during assisted learning and guided

reading groups -engaging K-1st grade students in Saxon Phonics to include systematic and explicit instruction -continuing support of phonics in literacy centers FORMATIVE ASSESSMENT Teachers/Interventionist will administer DIBELS PSF (Phoneme

Segmentation Fluency) to identify those students who are on track for reading success as well as those who may be at risk for reading difficulties according to the following plan: -be assessed with DIBELS -Letter Naming Fluency(LNF)(3times a year)

-Nonsense Word Fluency(NWF) (2 times a year) -be monitored for progress using the DIBELS LNF and NWF tasks until

David Lee, Principal

Start: 07/01/2011 End: 06/30/2012

Performance

Assessments

Teachers

ACTION BUDGET: $

the students reach expected levels of performance

-all kindergarten students will be assessed with the goal of achieving 40 lpm on the LNF task and 50 spm on the NWF -be assessed with Developmental Spelling Analysis(DSA) to identify specific instructional needs (Middle and End of the Year) First Grade Students will

be assessed with DIBELS as mandated by the state of AR in the following ways: -Letter Naming Fluency (LNF) (Beg. of year) -Nonsense Word Fluency (NWF) (3 times a year) -be monitored for progress using the DIBELS LNF and NWF tasks bi-weekly until the students

reach expected levels of performance -all first grade students will be assessed with the goal of achieving 50 spm on the NWF -be assessed with the Developmental Spelling Analysis (DSA) to identify specific instructional needs.

Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

WORD STUDY AND SPELLING: Teachers will

use a comprehensive literacy approach to word study and spelling in grades K-4 by: -placing students into flexible instructional groups based on the DSA -(Developmental Spelling Assessment) and weekly spelling assessments -engaging students in systematic and explicit

instruction according to the following sequence: explanations and modeling of all word study and


Start: 07/01/2011

End: 06/30/2012

Administrative

Staff

Performance

Assessments

Teachers

ACTION BUDGET: $

spelling skills, guided practice, independent practice

-providing additional practice through literacy stations and/or homework -engage students in explicit instruction in Shurley English grades 2-4(5th grade will supplement) FORMATIVE ASSESSMENT: Students identified as not meeting proficiency will:

-receive additional word study and spelling instruction in guided reading groups -be assessed with the Developmental Spelling Analysis (DSA) for placement of instruction -receive weekly word study-spelling skills assessment -receive an end-of-year

outcome assessment Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

WRITING: Teachers provide writing instruction by: -following a pacing guide developed to identify growth in Kindergarten through 6th grade students along a writing continuum -engaging students in Writer's Workshop, a part of Comprehensive Literacy

-systematic and explicit instruction: explanation and modeling of all writing skills, guided practice and independent practice -providing additional practice at literacy stations or as homework -providing daily opportunities to use writing, such as quick writes, across the

curriculum -utilizing constructed response prompts and rubrics on a limited basis


Start: 07/01/2011 End: 06/30/2012

Administrative Staff

Teachers

ACTION BUDGET: $

to teach and give experiences in the format of the CRT

-engaging students in Step-up-to-Writing in K-3 to teach expository writing. -include 4-square method into writing FORMATIVE ASSESSMENT Students in kindergarten through 6th will: -be monitored the beginning, middle and end of the year

-receive additional writing instruction in small groups -be monitored with classroom observations using the conference approach and on-going analysis of student writing -students in grades 3-6 will have the CRT as their outcome assessment -having a pacing guide in place that correlates with

the Arkansas Frameworks. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

VOCABULARY: Teachers will provide vocabulary instruction through a variety of genres and subject areas, both factual, nonfiction and fiction, by: -using interactive read-alouds as an avenue for embedding vocabulary instruction -teaching revision

strategies in writer's workshop on word choice -engaging students in systematic and explicit instruction through the sequence of explanation and modeling, guided practice and independent practice -providing additional practice through literacy stations or as homework

-participating in lessons in Impac Lab FORMATIVE ASSESSMENT Teachers will assess


Start: 07/01/2011 End: 06/30/2012

Performance Assessments

Teachers

ACTION BUDGET: $

students in kindergarten through grade 3 by administering DIBELS

Word Use Fluency (WUF) two times a year and administering additional diagnostic assessments to students shown to be at risk of reading failure. Teachers will assess students in grade 4 by evaluating the vocabulary program based on the progress made in reading (item-by-item analysis)

and writing (style) on the CRT and the WUF pre and post assessments. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

PHONEMIC AWARENESS: Teachers will provide instruction in phonemic awareness by: -identifying benchmarks at beginning, middle and end of the year for phonemic awareness -engaging the students in explicit and systematic

instruction: explanation and modeling of all phonemic awareness skills, with emphasis on blending and segmenting phonemes; guided practice, independent practice FORMATIVE ASSESSMENT: Teachers will administer DIBELS PSF (Phoneme

Segmentation Fluency) to identify those students who are on track for reading success as well as those who may be at risk for reading difficulties according to the following plan: -Mid-year and End of year to all Kindergarten students, three times a year to all first grade

students -60% of first grade students have made a minimum of 35ppm on the


Start: 07/01/2011 End: 06/30/2012


Teachers

ACTION BUDGET: $

PSF task by the end of the year -The program will be

evaluated by the number of kindergarten and first grade students who meet the end of year benchmark. Action Type: Alignment Action Type: Program Evaluation

FLUENCY: Teachers will provide fluency instruction for students in grades K-6 by: -identifying benchmarks for beginning, middle and end of the year fluency checks -engaging students in systematic and explicit

instruction in fluency through the sequence of explanation and modeling, guided practice and independent practice FORMATIVE ASSESSMENT: Teachers will administer DIBELS to identify those students who are on track for reading success as well as

those who may be at risk for reading difficulties according to the following plan: Letter Naming Fluency (LNF) -at the beginning of the year for all first graders three times a year to all Kindergarten students -until the student reaches expected levels of performance, progress will

be monitored Phoneme Segmentation Fluency(PSF) -at mid-year and end of year for all kindergarten students three times a year to all first grade students -until the student reaches expected levels of performance, progress will be monitored Oral

Reading Fluency(ORF) -at semester and end-of-year to first grade students


Start: 07/01/2011 End: 06/30/2012


Teachers

ACTION BUDGET: $

-three times a year to 2-6th grade students -until the student reaches

expected levels of performance, progress will be monitored -teachers will administer additional diagnostic assessments to those students shown to be at risk of reading failure. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

SUMMATIVE EVALUATION: DRA testing revealed a 10% growth in tested grade levels. We will continue to use this assessment to measure

our Comprehensive Literacy curriculum and instruction implementation and effectiveness. Teachers will evaluate by fluency checkpoints, teacher created rubrics, skill checklists, DRA, DIBELS and/or mock open responses and quarterly target assessments to

evaluate student progress. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

District Staff


ACTION BUDGET: $

COMPREHENSION:

Teachers will provide comprehension instruction by: -following the pacing guide to identify benchmarks at each nine weeks of kindergarten through grade 6 -engaging students in explicit instruction as learned in ELLA (K-1), Effective Literacy (2-4)

and Lit. Lab (5-6) in comprehension strategies and skill through explanation and modeling, guided practice, independent practice -providing additional practice through literacy centers, literacy circles or

Carolyn

Harris, Literacy Chair

Start:

07/01/2011 End: 06/30/2012

Performance

Assessments

Teachers

ACTION BUDGET: $

homework FORMATIVE ASSESSMENT Teachers will assess

students in kindergarten through grade 6 by administering the Benchmark Assessment and the Developmental Reading Assessment(DRA) as a placement tool for levelized reading instruction and administering additional diagnostic assessments to students shown to be at

risk of reading failure. Teachers will assess students in kindergarten through grade 6 by administering the DIBELS Word Use Fluency (WUF). Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

INSTRUCTIONAL READING MATERIALS: -Guided reading leveled books and supplies such as charts, colored paper, sentence strips, colored acetate, highlighting tape,

transparencies, note cards, CD's & tapes, vocabulary cards, social studies reading literature, weekly reader, Shurley method instructional materials will be purchased by teachers to encourage literacy instruction that respects students' unique learning paths and supports each

student's needs($5,568). -Hartford Elementary Library will purchase educational websites such as Accelerated Reading, Star Reading,Star Math, Star Early Literacy, EducationCity.com, Enchanted learning, Edhelper, etc. for the improvement of literacy. ($2,658).

-The library will give access to all teachers and 202 students to check out these books at appropriate


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Teaching Aids

Title I - Purchased Services:

$2778.00

Title I - Materials & Supplies:

$5508.00

ACTION

BUDGET: $8286

reading levels. Action Type: Alignment Action Type: Title I

Schoolwide

CURRICULUM ALIGNMENT: Classroom teachers will align the curriculum vertically and horizontally to the

Arkansas Literacy Frameworks. SUMMATIVE ASSESSMENT: Annually the criterion referenced and norm referenced test results will be analyzed to determine if the school is effectively meeting the targets and goals for student achievement. Data compiled will be

incorporated within the curriculum map, with specific focus on areas of weakness noted among subgroups, and research-based instructional strategies and techniques designed to address these concerns will be utilized in both regular classroom teachers and special

education teachers. The regular curriculum will be modified and/or differentiated to accommodate all students served through the Special Education Program. Action Type: Alignment Action Type: Collaboration


Start: 07/01/2011 End: 06/30/2012

District Staff


ACTION BUDGET: $

POINT IN TIME INTERVENTION: Students found at risk or students that are accelerated on formative assessments will receive appropriate differentiated instruction in a small group setting

and/or through individual conferencing. Star Reading, DRA, DSA pre and post test and TA (target assessment) tests will provide benchmarks of a student's progress. AIP/IRI's will be written for those students who


Start: 07/01/2011 End: 06/30/2012

Performance

Assessments

Teachers

ACTION BUDGET: $

score below proficient on the benchmark test and will include parents'

signature. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation

TECHNOLOGY: Student

academic achievement and teacher effectiveness will be enhanced through the effective use of technology in classrooms including improving the capacity for teachers to integrate technology effectively into curricula and instruction. Program such as A+, Learning Expedition,

EducationCity.com, etc. and the computer lab will enhance the use of technology. Action Type: Alignment Action Type: Technology Inclusion

David Lee,

Principal

Start:

07/01/2011 End: 06/30/2012

Computers

District Staff

Teachers

ACTION BUDGET: $

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

based instructional strategies with a diverse range of students. Continued training in Lit Lab will be a priority. A refresher course on 4-square method will also be done to continue improvement in literacy scores. Professional books or supplies will be purchased to increase

teacher's knowledge and skill to support alignment of classroom activities with the Comprehensive Literacy programs and standards and assessments. This activity is supplemental to the program already


Start: 07/01/2011 End: 06/30/2012


Teachers

Title I - Purchased

Services:

$5323.00


$300.00

ACTION BUDGET:

$5623

implemented with state or local funds. FORMATIVE ASSESSMENT

Principal will monitor the level of implementation in classrooms according to the Classroom Walk-Thru and confer with the teacher to discuss the level of implementation. The training/programs will be evaluated by increasing the number of students meeting end-of-year standards.

Action Type: Professional Development Action Type: Program Evaluation

Total Budget: $13909

Intervention: PARENTAL INVOLVEMENT to provide opportunity for parental participation and interaction

in the school home connection in the academic and social lives of their child.

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

Actions Person Responsible

Timeline Resources Source of Funds

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

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


Start: 07/01/2011 End: 06/30/2012


Central Office

ACTION BUDGET: $

The building principal will designate one certified staff member to serve as a PARENT FACILITATOR to organize meaningful training for staff and

parents and to


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Central Office

Outside Consultants

ACTION BUDGET: $

undertake efforts to ensure that parental participation is

recognized as an asset to the school. FORMATIVE EVALUATION: The faculty and Parent Facilitator will periodically review parent survey, volunteer records, agendas, sign-in sheets and various other communication

methods to evaluate the effectiveness of parent participation and student achievement. Action Type: Parental Engagement Action Type: Title I Schoolwide

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

interest survey, an option for parents to designate how frequently they would participate in the program, and include opportunities for parents to assist from home. Action Type: Collaboration Action Type: Parental

Engagement Action Type: Title I Schoolwide


Start: 07/01/2011 End: 06/30/2012


Teachers

ACTION BUDGET: $

PARENT INVOLVEMENT MEETINGS: Parents will be invited to an Open

House Night to welcome parents and students and to share expectations for the school year. The PTO will give information on how parent could help the school and ask parents to become

Teresa Ragsdale, Superintendent

Start: 07/01/2011 End:

06/30/2012

Administrative

Staff

Teachers

ACTION BUDGET: $

members. Action Type: Collaboration

Action Type: Parental Engagement Action Type: Title I Schoolwide

The district will designate TWO

PARENT-TEACHER CONFERENCES each school year. At the end of the school year, the school will publish a notice in the local newspaper thanking the parents as a group for attending the conferences. Action Type: Collaboration

Action Type: Parental Engagement Action Type: Title I Schoolwide

Teresa Ragsdale,

Superintendent

Start: 07/01/2011

End: 06/30/2012

Administrative

Staff

Central Office

District Staff

ACTION BUDGET: $

The school will develop an INFORMATIONAL

PACKET that include: the school's commitment to parental involvement, the process for RESOLVING PARENTAL CONCERNS(also found in the HANDBOOK), and tips for how parents can foster their child's success. School

personnel will distribute this information to the parents as a bridge for home/school connection. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide

Carolyn Harris, Counselor

Start: 07/01/2011

End: 06/30/2012

Administrative

Staff

Central Office

District Staff

ACTION BUDGET: $

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

material regarding responsible parenting will be available for


Start: 07/01/2011 End: 06/30/2012

School Library

Teachers

ACTION BUDGET: $

parents to borrow for review. Action Type: Parental

Engagement Action Type: Title I Schoolwide

SUMMATIVE EVALUATION: Parent's participation in school

functions was 85% as indicated by sign-in sheets and a reassessment of our Parent Involvement plan (by ACSIP team) will be reviewed annually to updated the needs of our parent-home connection. Action Type: Parental

Engagement Action Type: Program Evaluation


Start: 07/01/2011 End:

06/30/2012

Administrative

Staff

Teachers

ACTION BUDGET: $

BUILDING PARENT CAPACITY: Hartford Elementary will provide

assistance to parents of children served by the school in understanding such topics as the State’s academic content standards and State academic achievement standards, State and local academic assessments, and how

to monitor a child’s progress and work with educators to improve the achievement of their children; The School shall also provide materials and training to help parents to work with their children to improve their children’s achievement, such as

literacy training and using technology, as appropriate, to foster parental involvement; Hartford Elementary administration and STAFF will receive TRAINING in the methods of assisting


Start: 07/01/2011 End:

06/30/2012

Administrative

Staff

District Staff

Teachers

ACTION BUDGET: $

parents in their child’s education, in understanding the

value and utility of contributions parents make to the school, and how to communicate that parents are equal partners in education. The school will implement and coordinate parent programs and build capacity between

parents and the school; As much as it is possible, integration and coordination activities will expand to public preschool and intervention programs. Other activities, such as parent resource centers, will encourage and support parents in more fully participating

in the education of their children; The School will also insure that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a format and to the extent

practicable in a language the parents can understand; The Elementary School will provide such other reasonable support for parental involvement activities as parents may request. ACT 397: Hartford Elementary provides tips for how parents

can foster their child's success. School personnel will distribute this information to the parents as a bridge for home/school connection. The parent will be able to incorporate these

developmentally appropriate learning activities in the home

environment; School personnel will also provide study guides, curriculum pacing, and other exercises that parents can use to assist their child’s education and learning. Action Type: Collaboration Action Type: Parental Engagement

Action Type: Professional Development Action Type: Title I Schoolwide

The school district will

provide needed materials and supplies for parental involvement, such as open house, literacy/math nights, etc. Action Type: Parental Engagement

David Lee,

Principal

Start:

07/01/2011 End: 06/30/2012

Administrative

Staff

Central Office


$2000.00

ACTION BUDGET:

$2000

Annual Title I Meeting will be conducted as a separate meeting. Parents of Elementary students (Title I school) will receive: (a)Parents Right to Know, (b)Annual

Report Card, (c)Individual Student Assessment Report, (d)Progress review, (e)Written State Complaint Prodedures, (f)Parental Communication, (g)Disabled Parents to ensure meaningful participation in Title I, Part A programs.

Action Type: Parental Engagement

Margaret Emberson, Title I

Start: 07/01/2011 End: 06/30/2012


Outside Consultants

ACTION BUDGET: $

Total Budget: $2000

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

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



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

each year. The approved professional development hours shall be aligned to the National Staff Development Council Standards and include: .Technology - 6 hours annually .Arkansas History - 2 hours annually for all teachers teaching Arkansas

History .Parent Involvement - 2 hours annually for teachers and 3 hours annually for administrators .Data disaggregation, instructional leadership, and fiscal management professional development shall be included annually for all

administrators. Action Type: Professional Development Action Type: Title I Schoolwide


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

District Staff

ACTION BUDGET: $

PARENT INVOLVEMENT POLICY: Our school has worked with our parents in developing a written parental involvement policy. A copy of the Policy is kept on file in our school’s parent resource center and distributed at our annual Title One Meeting. We have used

several strategies to make the policy widely available in our community. For those parents who do not attend our annual meeting we provide a copy to them during the parent teacher


Start: 07/01/2011 End: 06/30/2012


District Staff

ACTION BUDGET: $

conference that is held with each parent who has children attending

our school. During our fall meeting we appoint a committee whose task is to update and revise, as needed, our policy. A sign-in sheet will be kept to document attendance. In addition to our fall annual meeting we schedule two additional meetings at times convenient for

our parents to attend and we provide child care during these meetings. The Agenda Topics for each meeting include: (A)-Rights of parents to be involved in the planning, review and revision of the Schoolwide Program and the school parental involvement policy. (B)-

An overview of the Title One Program to include: An explanation of the Curriculum used, forms of academic assessment used to measure student progress, the proficiency levels students are expected to meet and, if

requested by parents, opportunities for regular meetings designed to create meaningful partnerships between them and the school. (C)- School accreditation status, (D)- A description of how the various funding sources used in the building are

coordinated. There will be a time for dialogue with our parents and they will be encouraged to ask questions and offer suggestions as they relate to budgeting of all federal monies. Parents will be encouraged to form a

partnership with the school and maintain contact on an on-going

basis throughout the year. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide

SCHOOL--PARENT COMPACT We have worked with our parents in creating a school-parent compact that outlines how our parents, the entire school staff, and our students will share the responsibility for

improving student academic achievement and the means by which our school will build and maintain a partnership to help our students achieve proficiency. There will be an Annual review and update of our Title I School/Parent

Compact. The Compact will be distributed as part of the student handbook. Parents are asked to sign the written agreement and return to school. The compact is a written agreement between the school and the parents of children served in the Title One Schoolwide

Program that identifies the specific activities that the parents, the entire school staff and the students will undertake to share the responsibility for improving achievement so that students can meet the State’s high academic standards. Our Compact Describes

the school’s responsibility in providing a high quality curriculum and


Start: 07/01/2011 End: 06/30/2012


Central Office

ACTION BUDGET: $

instruction and the ways parents will be responsible for

supporting their children’s learning and monitoring all aspects of the same including those distractions that would impede that learning. The agreement also encourages parents to participate, with the school, in making decisions relating to the

education of their children and positive use of extracurricular time. Our compact addressed the importance of communication between parents and teachers on an on-going basis through, at a minimum, attendance at Parent-Teacher Conferences

during which the compact will be discussed as it relates to student achievement. Our school agrees to frequently report to parents on their child’s progress and we obligate our staff to make themselves available and accessible

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

TRANSITION: Hartford's preschool helps the child to have structure, which includes a daily routine of each activity and what is expected in

each activity. Preschool also helps with separation from parent and a new set of rules


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

District Staff

ACTION BUDGET: $

to follow. This is a big advantage for the child as well as the

kindergarten teacher. Action Type: Alignment Action Type: Parental Engagement Action Type: Title I Schoolwide

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

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


Start: 07/01/2011 End: 06/30/2012


District Staff

Teachers

ACTION BUDGET: $

SUMMATIVE

EVALUATION: Our annual meeting was held in the fall 2011 the teachers participated in the disaggregation of data and made the decision to continue our curriculum and mapping process. In addition, it was decided to continue with CMP math

curriculum for 6th grade because it corresponds with the Common Core Curriculum. A spring meeting (2012) will also be held to evaluate the progress this year. Action Type: Alignment Action Type: Professional Development

Action Type: Program Evaluation Action Type: Title I Schoolwide

Carolyn Harris,

Counselor

Start:

07/01/2011 End: 06/30/2012

District Staff

Performance

Assessments

Teachers

ACTION BUDGET: $

PARENTAL INVOLVEMENT/TEACHE

R DECISION/FORMATIVE EVALUATION: The AIP


Start: 07/01/201

1 End: 06/30/201

District Staff

Performance

Assessments

ACTION BUDGET: $

plan is written by teacher, principal and parents. An assessment

tool, such as Target Assessment test, star reading/star math/star early literacy will show each individual childs' progress and AIP's will guide both parent and teacher to better student achievement. Action Type: AIP/IRI Action Type: Alignment Action Type:

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

2 Teachers

SCHOOLWIDE REFORM STRATEGIES will provide students with researched-based curriculum such as ELLA, Effective Literacy Program, Comprehensive Literacy, Literacy Lab, Step Up to Writing, Writer's Workshop,

Everyday Math, Connected Math Program and CGI. Action Type: Alignment Action Type: Title I Schoolwide


Start: 07/01/2011 End: 06/30/2012


Outside

Consultants

Teachers

Teaching Aids

ACTION BUDGET: $

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

Action Type: Title I Schoolwide


Start: 07/01/2011 End: 06/30/2012


Central Office

ACTION BUDGET: $

PROFESSIONAL DEVELOPMENT is an ongoing process to provide teachers with

knowledge and expertise needed to provide students with


Start: 07/01/2011 End:

06/30/2012

Administrative

Staff

Central Office

District Staff

Outside

ACTION BUDGET: $

the skills necessary to accomplish the goals of NCLB. Within the ACSIP

plan are many professional development actions that teachers will engage in. Action Type: Professional Development Action Type: Title I Schoolwide

Consultants

PARENTAL INVOLVEMENT is an integral part of our school district. The school district complies with all of the laws set forth in Act 307 of 2007.

Action Type: Alignment Action Type: Parental Engagement Action Type: Title I Schoolwide


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Central Office

District Staff

Teachers

ACTION BUDGET: $

The COORDINATION

AND INTEGRATION OF PROGRAMS will be provided by Federal, state and local monies to provide the most highly qualified programs, teachers, paraprofessionals and strategies so that our students can and will become proficient

according to the goals of NCLB. Action Type: Equity Action Type: Professional Development Action Type: Title I Schoolwide

Teresa

Ragsdale, Superintendent

Start:

07/01/2011 End: 06/30/2012

Administrative

Staff

Central Office

District Staff

Outside Consultants

ACTION BUDGET: $

The district will hire a highly qualified Literacy coach to work as .50 FTE in Title I to help students/teachers improve their literacy skills. Action Type: Alignment Action Type: Collaboration


Start: 07/01/2011 End: 06/30/2012


Title Teachers

Title I -

Employee Salaries:

$23213.00

Title I - Employee Benefits:

$5816.00

ACTION BUDGET:

$29029


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

Supporting Data:

1. GRADE 3 Augmented/Benchmark Exam

COMBINED POPULATION: In 2011, 90% scored proficient or advanced. In 2010, 84% scored proficient or advanced. In 2009, 68% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2011, 83% scored proficient or advanced. In 2010, 80% scored proficient or advanced. In 2009, 72% scored proficient or advanced. ECON. DISADVANTAGED: In 2011, 71% scored proficient or advanced. In 2010, 83% scored proficient or advanced. In 2009, 74% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response and multiple choice questions in the five mathematics strands, revealed weakness in problem

solving/multistep. 2. GRADE 4 Augmented/Benchmark Exam

COMBINED POPULATION: In 2011, 75% scored proficient or advanced. In 2010, 57% scored proficient or advanced. In 2009, 49% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP,IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN: In 2011, 75% scored proficient or advanced. In 2010, 55% scored proficient or advanced. In 2009, 45% scored proficient or advanced. ECON. DISADVANTAGED: In 2011, 83% scored proficient or advanced. In 2010, 54% scored proficient or advanced. In 2009, 48% scored proficient or advanced.

- The 3 YEAR TREND analysis of the open response and multiple choice questions in the five mathematics strands, revealed weakness in algebra, data analysis and probibility.

3. GRADE 5 Augmented/Benchmark Exam COMBINED POPULATION: In 2011, 58% scored proficient or advanced. In 2010, 70% scored proficient or advanced. In 2009, 76% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students. CAUCASIAN:In 2011, 58% scored proficient or advanced. In 2010, 68% scored proficient or advanced. In 2009, 72% scored proficient or advanced.

ECON. DISADVANTAGED:In 2011, 59% scored proficient or advanced. In 2010, 67% scored proficient or advanced. In 2009, 72% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response questions and multiple in the five mathematics strands, revealed weakness in geometry and measurement.

4. GRADE 6 Augmented/Benchmark Exam COMBINED POPULATION: In 2011, 66% scored proficient or advanced. In 2010, 84% scored proficient or advanced. In 2009, 70% scored proficient or advanced. AFRICAN AMERICANS, HISPANIC, LEP, IEP: The 3 year trend analysis was not done because we had fewer than 10 students.

CAUCASIAN:In 2011, 64% scored proficient or advanced. In 2010, 82% scored proficient or advanced. In 2009, 68% scored proficient or advanced. ECON. DISADVANTAGED:In 2011, 63% scored proficient or advanced. In 2010, 84% scored proficient or advanced. In 2009, 69% scored proficient or advanced. -The 3 YEAR TREND analysis of the open response and multiple choice questions in the five mathematics strands, revealed weakness in data analysis, algebra and geometry.

5. (Grade K)- TOTAL MATH: ITBS/SAT-10 Combined Population: In 2011, 60% had an NPR score of 50, or above. In 2010, 55% had an NPR of 50, or above. In 2009, 60% had an NPR of 50, or above.

6. (Grade 1) TOTAL MATH: ITBS/SAT-10 Combined Population: In 2011, 60% had an NPR score of 50, or above. In 2010, 58% had an NPR of 50, or above. In 2009, 37.3% had an NPR of 50, or above.

7. (Grade 2) TOTAL MATH: ITBS/SAT-10 Combined Population: In 2011, 60% had an NPR score of 50, or above. In 2010, 74% had an NPR of 50, or above. In 2009, 40.5% had an NPR of 50, or above.

8. (Grade 3) TOTAL MATH: ITBS/SAT-10 Combined Population: In 2011, 70% had an NPR score of 50, or above. In 2010, 61% had an NPR of 50, or above. In 2009, 50% had an NPR of 50, or above.

9. (Grade 4) TOTAL MATH: ITBS/SAT-10 Combined Population: In 2011, 50% had an NPR score of 50, or above. In 2010, 59% had an NPR of 50, or above. In 2009, 52% had an NPR of 50, or above.

10. (Grade5) TOTAL MATH: ITBS/SAT-10 Combined Population: In 2011, 65% had an NPR score of 50, or above. In 2010, 67% had an NPR of 50, or above. In 2009, 61% had an NPR of 50, or above.

11. (Grade 6) TOTAL MATH: SAT-10 Combined Population: In 2011, 49% had an NPR score of 50, or above. In 2010, 61% had an NPR of 50, or above. In 2009, 57% had an NPR of 50, or above.

12. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Grade Level Teams and analyzed the test scores from the 2011 administration of grade 3-6 Augmented Benchmark and ITBS Exams. We found that the combined population was the weakest. Based on our Data Analysis, we came to the conclusion that the following areas reflect our greatest need within the Math Priority: data anlysis, measurement, geometry and algebra. Specifically, Grade 5 scored 58% compared to the 77.5% AYP and Grade 6 scored 66% compared to the 77.5% AYP. These two grades scores dropped from 2010 putting Hartford Elementary on Alert. We will continue to modifying our Curriculum, Instruction, Assessment and Professional Development practices to better meet the needs of all our populations. We will select Interventions and coordinate our various state and federal funding sources to address these

areas. 13. ATTENDANCE RATE: In 2011, the attendance rate was 91.13%. In 2010, the

attendance rate was 92.3%. In 2009, the attendance rate was 86.5%.

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

Benchmark

The Combined Population and each subgroup will meet or exceed the 2012 AYP target of 85.00 of students scoring proficient/advanced or to meet the provisions required to invoke Safe Harbor or the Growth Model developed by the Arkansas Department of Education. The 2011 AYP target was 77.50 and Hartford Elementary scored 73.8%

Intervention: Implementing Standards-Based Mathematics Instruction

Scientific Based Research: -Moyer, J., Cai, J., Laughlin, C., & Wang, N. (2009). The effect of curriculum type on middle grades instruction. In S. L. Swars, D. W. Stinson, & S. Lemons-Smith (Eds.), Proceedings of the 31st annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Vol. 5, pp. 201-209 ). Atlanta, GA: Georgia State University.

-Cai, J., Moyer, J. C., Wang, N., & Nie, B. (2011). Examining Students' Algebraic Thinking in a Curricular Context: A longitudinal study. In J. Cai & E. Knuth (Eds.), Early algebraization: Cognitive, curricular, and instructional perspectives. New York: Springer. -Wisconsin Center for Education Research, Spring 2007, Vol 18, No.3, CGI Math Encourages Ingenuity &Reasoning -ERIC Digest, "Improving Student Achievement in Mathematics", Douglas A. Grouws & Kristin J. Cebulla, June 2003



Hartford elementary has adopted the Everyday Math program, a


Start: 07/01/2011 End:

Outside

Consultants

ACTION BUDGET: $

researched based program. Hartford 6th graders will continue the

Connected Math Program (CMP), a researched-based program. Teachers teaching math, including special education teachers, have attended or will attend training on the implementation of these program. Action Type: Alignment Action Type: Professional Development

06/30/2012 Teachers

Teaching Aids

SUMMATIVE EVALUATION: All math teachers will collaborate in early fall of 2011 to align their curriculum to the revised Arkansas

Mathematics Frameworks/Pacing Guide from the coop. This will be reviewed yearly after receipt of Benchmark scores and a meeting for data disaggregation will help to identify strengths and weaknesses. AIP/IRI's will be written for those students who

are below proficient on the Benchmark test. Parent, Principal and teacher will collaborate and sign appropriate forms. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Parental Engagement

Action Type: Program Evaluation


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Outside Consultants


Teachers

ACTION BUDGET: $

The school district will purchase measurement tools, manipulatives, calculators, math based

literature books, compasses, rulers, and base ten blocks to supplement our math program which will help build the knowledge and skill level necessary for improved student achievement.

Margaret Emberson, Math Chair

Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Central Office

Outside Consultants

Teaching Aids


$5508.00

ACTION

BUDGET: $5508

Action Type: Alignment Action Type: Technology Inclusion


Parents will be given information such as a family note/letter and home/study links pages

from the Everyday Math program to encourage parent-student involvement with the program and success of their child. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2011 End: 06/30/2012

Outside

Consultants

Teachers

ACTION BUDGET: $

A Math Night will be held to inform and show parents what their child will be learning in the Everyday Math Program. Parents will also be told of the procedures/rules that the teachers will use.

Materials and supplies will be purchased to support the training. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2011 End: 06/30/2012

Teachers

Teaching Aids

Title Teachers

ACTION BUDGET: $

The Everyday Math CD will be used as an assessment tool and can modify assignments and tests to meet individual needs. The Special Ed. teacher and the classroom teacher will meet to discuss these needs.

Action Type: Collaboration Action Type: Equity Action Type: Special Education Action Type: Technology Inclusion


Start: 07/01/2011 End: 06/30/2012


Teachers

Teaching Aids

Title Teachers

ACTION BUDGET: $

FORMATIVE EVALUATION: The target testing revealed a 8% growth in 10-11, between the pre/post testing for 3-6 grades including special education students. We will


Start: 07/01/2011 End: 06/30/2012


Teachers

Teaching Aids

Title Teachers

ACTION BUDGET: $

continue to contract with the Western Coop to provide the Target

Assessment Test and scoring results will help monitor the instruction and pacing of our math curriculum. The Target testing has a pre/post test, with 3 tests in the middle, testing on the pacing guide provided by the math department at the coop. Action Type: Alignment

Action Type: Collaboration Action Type: Program Evaluation Action Type: Special Education

The school district will encourage their highly qualified teachers to attend workshops/training related to their math grade to enhance their knowledge and the success of their students. Professional books can be purchased that will

improve knowledge and teaching style of teachers. Teachers in K-3rd grades have been trained in CGI and will implement this training this year. Teachers in 4-6th grades have training in Thinking Mathematically (a continuation of CGI for the upper grade) and will

implement this training. New teachers will be mentored in CGI, EM3 and Thinking Mathematically and will attend workshops when the workshops are announced. Action Type: Alignment Action Type: Collaboration Action Type: Professional

Development Action Type: Title I Schoolwide


Start: 07/01/2011 End: 06/30/2012


Outside

Consultants

Teachers

Title I - Purchased Services:

$5322.00


$300.00

ACTION BUDGET:

$5622

Teachers will incorporate a math word wall/chart to enrich the vocabulary of

each student. The word wall/chart will address multiple learning styles through written, visual, auditory and real life objects. Vocabulary will be supported across the curriculum. Program Evaluation: CWT’s revealed that teachers participated in the Math Word Wall/Chart

with 80% participation. It is evident from the participation that vocabulary for testing was directed and taught. Action Type: Alignment Action Type: Program Evaluation


Start: 07/01/2011 End:

06/30/2012

Teachers

Teaching Aids

ACTION BUDGET: $

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

Action Type: Special Education


Start: 07/01/2011 End: 06/30/2012

Teachers

Teaching Aids

Title Teachers

ACTION BUDGET: $


Intervention: SCHOOL IMPROVEMENT AND CLOSING THE ACHIEVEMENT GAP

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



The school district will purchase computers, document cameras, computer programs

and technical support for these programs which support and give needed supplies for math to enhance student knowledge. The district will purchase needed calculators for students to assist them in developing problem solving and

technology skills.


Start: 07/01/2011 End: 06/30/2012

Outside

Consultants

Teachers

Teaching Aids

ACTION BUDGET: $

Action Type: Alignment Action Type:

Technology Inclusion

Students will use Learning Expedition and A+ in the computer lab and classroom to practice

and become more proficient in their math skills. Action Type: Alignment Action Type: Technology Inclusion

Alex Gossett, Computer Tech.

Start: 07/01/2011 End: 06/30/2012

Computers

Teachers

ACTION BUDGET: $

The Title I Math teacher/Coach will attend both the fall and spring Federal Coordinators meetings (AAFC) to better assist the school in implementing the ACSIP. She will attend math coach's

workshops and other workshops that will help teachers and students achieve their goals. Action Type: Professional Development


Start: 07/01/2011 End: 06/30/2012


Central Office

Outside

Consultants

Title Teachers

ACTION BUDGET: $

The district will hire a highly qualified Math Teacher/Coach (Title I, FTE 1.0) to help students/teachers improve their mathematical skills. Action Type: Alignment



Start: 07/01/2011 End: 06/30/2012

Central Office Title I - Employee Salaries:

$45750.00


$11482.00

ACTION BUDGET:

$57232

Teachers will provide to parents each student's progress during

Parent/Teacher Conferences each semester. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2011 End: 06/30/2012

District Staff

Performance

Assessments

Teachers

ACTION BUDGET: $

FORMATIVE Margaret Start: Administrative

EVALUATION: Regular classroom and special education student's

math skills have been assessed with the Star Math Assessment and Target Assessment programs for areas of weakness and found a 10% growth in math skills on the pre/post tests in 10/11. SUMMATIVE

EVALUATION: Annual review of students Benchmark scores, weaknesses and strengths will reveal if present programs are the best instructional choices for Math. Action Type: Program Evaluation

Emberson, Math Chair

07/01/2011 End: 06/30/2012

Staff

District Staff


ACTION BUDGET: $

EXTENDED DAY SERVICES: Title I funds will be used to implement before/after school services for all students who are in

need of supplemental support for math and literacy. Services will begin the first day of school and end on the last day, making for 178 days of 2hrs after school and 0.5 hr before school. Administration will hire 2 half time directors, 3 teachers

and 4 paraprofessional. (T-I 1591 Salaries $50,074/Benefits $11,231 FTE 1.0) The district will also provide supplies needed to run the after school program. (T-I 1591 $4,000) Action Type: Alignment

Action Type: Collaboration


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Teachers


$4000.00

Title I - Employee Salaries:

$50074.00


$11231.00

ACTION BUDGET:

$65305


Priority 3:

Hartford Elementary School shall promote student health and academic achievement by supporting quality nutrition and physical activity as part of the learning environment. The district recognizes that collaborating with parents, students, school personnel, health

professionals, and community members is the most effective method of creating a healthy environment where children can learn about and adopt positive lifestyle habits that are essential for students to achieve their full potential, as well as lifelong good health and well-being.

Supporting Data:

1. HARTFORD ELEMENTARY MALES -2010-11, the BMI results indicated that 35.6% of males were at risk or overweight, which is an decrease of 7.6%. -2009-10, the BMI results indicated that 43.2% of males were at risk or overweight, which is an increase of 8.7%. -2008-09,BMI results indicated that 25.5% of males were at risk or overweight, which is a decrease of 1.7%.

2. HARTFORD ELEMENTARY FEMALES

-2010-11, BMI results indicated that 38.3% of females were at risk or overweight, which is an increase of 4.1%. -2009-10, BMI results indicated that 34.2% of females were at risk or overweight, which is an increase of 12.8%. -2008-09, BMI results indicated that 21.4% of females were at risk or overweight, which is an increase of 1.8%.

3. The 2010-11 School Health Index results related that students do not receive more than 150 minutes of physical activity per week.

4. As related by the Arkansas Governor's Initiative Healthy Arkansas, 55.3% of Arkansans failed to meet recommendations for moderate or vigorous activity. (http://www.arkansas.gov/ha/physical)

5. ATTENDANCE RATE: In 2011, the attendance rate was 91.13%. In 2010, the attendance rate was 92.3%. In 2009, the attendance rate was 86.5%.

Goal In its efforts to improve the school nutrition environment, promote student health, and reduce childhood obesity, Hartford Elementary will adhere to the Arkansas Rules Governing Nutrition and Physical Activity Standards in Arkansas Public Schools.

Benchmark Healthier BMI results will be evident by May 30, 2012. There will be a .5% difference in the 2011-12. BMI results indicating healthier lifestyles are being practiced.

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

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



Hartford School District

has developed a District Wellness policy in collaboration with the district Nutrition and Physical Activity Committee. Policies have been approved by the district school board. Policies include the five federal requirements: Goals for nutrition education, physical

activity and other school-based activities, Nutrition

Teresa

Ragsdale, Superintendent

Start:

07/01/2011 End: 06/30/2012

Administrative

Staff

Central Office

Community Leaders

District Staff

Outside Consultants

ACTION BUDGET:

$

guidelines, Guidelines for reimbursable school meals, a Plan for

measuring implementation of the local wellness policy will be established this school year and plans for Community involvement. Action Type: Collaboration Action Type: Wellness

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

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


Start: 07/01/2011 End: 06/30/2012


Community Leaders

District Staff

Teachers

ACTION BUDGET:

$

FORMATIVE EVALUATION: Hartford School District will ensure each school provides a pleasant environment and monitors schedules and other factors which may interfere with students'

access to health information, resources, and a healthy environment. The School Health Index (SHI) Modules will be used to evaluate district and school effectiveness. BMI, lunch counts and activities that deal with wellness will also be used as evaluation tools.

Action Type: Equity Action Type: Program Evaluation Action Type: Wellness


Start: 07/01/2011 End: 06/30/2012


Central Office

Community

Leaders

District Staff

Teachers

ACTION BUDGET:

$

SUMMATIVE EVALUATION: The

Wellness Committee decided that all of the activities in this

Teresa Ragsdale,

Superintendent

Start: 07/01/2011

End: 06/30/2012

District Staff

Teachers

ACTION BUDGET:

$

intervention were perforned and taht they were beneficial to all

students in the Elementary School. Actions will be continued in the 2011-12 school year. Action Type: Collaboration Action Type: Program Evaluation Action Type: Wellness

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

Action Type: Wellness


Start: 07/01/2011 End: 06/30/2012

Administrative

Staff

Community Leaders

Outside Consultants

ACTION BUDGET:

$

Faculty members will attend CPR and first aid training. Action Type: Professional Development

Action Type: Wellness


Start: 07/01/2011 End: 06/30/2012

District Staff

Teachers

ACTION BUDGET:

$

Encourage healthier eating habits by creating an inviting atmosphere with posters, menus and

nutritional values of foods. Monthly menus are sent home with the students. Menus are also put in the paper and announced each morning. Hartford serves free breakfast and lunches. Action Type: Wellness

Bonnie Cravey, Food Manager

Start: 07/01/2011 End: 06/30/2012

District Staff

ACTION BUDGET:

$

The school nurse will continue with meetings to improve the School Health Index. School nurse will also conduct student Body Mass Index (BMI), Vision Screening, Hearing Screening and Scoliosis Screening. This

will encourage a comprehensive system for a healthier staff, students and school enviroment. Action Type: Alignment Action Type: Collaboration Action Type: Wellness

Marilyn Teague, School Nurse

Start: 07/01/2011 End: 06/30/2012

District Staff

Teachers

ACTION BUDGET:

$

Total Budget: $0

Planning Team

Classification Name Position Committee

Business Representative Joe Parker Owner ACSIP

Classroom Teacher Adrainna Ware PE teacher Math/Wellness/Parent Involvement

Classroom Teacher Amber Reed Resource Math

Classroom Teacher Dawn Hawkins 5th grade Literacy

Classroom Teacher Donna Woodhull 6th grade Literacy

Classroom Teacher Erica Cooper 1st grade Literacy

Classroom Teacher Gayle Hall GT teacher Literacy

Classroom Teacher Katie Michael Kindergarten Math

Classroom Teacher Kim Chaney Kindergarten Literacy

Classroom Teacher Leisa Williams Pre-K Literacy

Classroom Teacher Mandy Vanvekoven 2th grade Math

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

Classroom Teacher Robin Davis 6th Math

Classroom Teacher Teresa Beam 3rd grade Math

Classroom Teacher Val Harp 2nd grade Literacy

Classroom Teacher Wendy James 5th grade Math

Community Representative Anna Lee Barnes Former school secretary Alumni

Community Representative Betty Barnes Postmaster Alumni

Community Representative Charlotte Strunk Foster Grandparent Rep. Alumni

Community Representative Jonathan Brasfield Chief of Police ACSIP

District-Level Professional Teresa Ragsdale Superintendent ACSIP/Parent Involvement

Non-Classroom Professional Staff Alex Gossett Computer Lab Math

Non-Classroom Professional Staff Angie Michael Bookkeeper/Treasurer ACSIP

Non-Classroom Professional Staff Carolyn Harris Counselor/Literacy Coach Literacy Chair/Parent Involvement

Non-Classroom Professional Staff Cynthia Hubbs Librarian Literacy

Non-Classroom Professional Staff John Hunt Resource Para-pro Math

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

Parent Stephanie Denton Parent Alumni/Parent Involvement

Principal David Lee Principal ACSIP/Wellness/Parent Involvement

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