14-15 Acsip-Middle School

ACSIP
School Plan
IZARD COUNTY CONS MIDDLE SCH
P. O. Box 115, Brockwell, AR 72517
Arkansas Comprehensive School Improvement Plan
2014-2015
The mission of the Izard County Consolidated Middle School is to provide rigorous and relevant
education for each of our students within a safe and nurturing learning environment. In partnership with
home, school, and community, our school district will foster not only academic success but also good
citizenship skills. We are committed to challenging each student to meet his or her potential and
cultivating life-long learners.
Grade Span: 5-8
Title I: Title I Schoolwide
School Improvement: A
Table of Contents
Priority 1: Literacy
Goal: We will improve all students' ability to read, comprehend, and respond to expository text accross the
curriculum.
Goal: School and Family Connections
Priority 2: Mathematics
Goal: We will develop a math curriculum that correlates standards, instruction, and assessment.
Priority 3: Wellness
Goal: Students in grades 5-8 will have a minimum of 150 minutes a week in physical education and physical
activity.
Priority 1: All students will improve literacy skills through a comprehensive literacy reform model.
Supporting
Data:
1. COMPREHENSIVE NEEDS ASSESSMENT; The Izard County Consolidated School District

formed ACSIP Leadership Teams and analyzed test scores from the 2014 administration of the
3-8th grade Augmented Benchmark and the K-9th grade ITBS and SAT 10 Exams. The teams
examined the results for both the combined population and each of the student subpopulations.
The team identified areas of weakness for each content area at each grade level. In addition, the
team reviewed attendance, disciplinary and achievement data over the past three years. Data was
disaggregated for the purpose of determining student learning and behavior needs. The team
looked at the trend provided by the Arkansas Data Center in order to better identify the areas of
need and help align classroom instruction with the curriculum frameworks and or Common Core
State Standards in both literacy and math. The building and district ACSIP committees examined
routines, customs, norms and expectations in order to identify factors that impede student
achievement. The supporting data statements show variances among cohorts within student
population. To address these variances and work towards closing the achievement gap among
student cohorts, the instructional staff targeted areas of the curriculum, instructional process,
assessment and professional development. Modifications will be implemented during the current
year to implement effective instructional programs, services and professional development that
will meet the needs of each student cohort. The four content areas will be targeted for increase in
student achievement during the 2014-2015 school year: literacy, math, science and social studies.
The building and district ACSIP Leadership Teams and committees will meet regularly to
file:///C|/Users/steven.walker/Downloads/ACSIP-middle%20school.htm[10/16/2014 1:18:29 PM]
ACSIP
2.
3.
4.
5.
review formative and summative assessment data, as well as the effectiveness of professional
development offered to district staff in continued effort to improve student achievemnt and
instructor knowledge in each of the content areas of the curriculum.
All students in Literacy Performance AMO in grades 5 thru 8 year 2014 is 76.37, year 2015 is
78.99, year 2016 is 81.62 and year 2017 is 84.25. Target Achievement Gap Group in Literacy
AMO Performance in grades 5 thru 8 in year 2014 is 71.55, year 2015 is 74.71, year 2016 is
77.87 and year 2017 is 81.04.
The subgroup for the 2013-2014 year was TAGG proficient rate is 60.19% while Students with
Disabilities proficient rate is 7.69% The Literacy Growth Rate for TAGG students is 63.64%
while Students with Disabilities growth rate is 5.56%.
Combined Population 2013-2014 The combined population student proficiency rate in literacy
was 66.42%. The combined population percent of students who met growth in literacy was
68.75%.
ADA for 2013-2014 was 95.03%.
We will improve all students' ability to read, comprehend, and respond to expository text accross the
curriculum.
AMO Year 2017 for all students in literacy performance is 84.25. AMO Year 2017 for Targeted
Benchmark
Achievement Gap Group is 81.04. AMO Year 2017 for Students with Disabilities is 59.09.
Goal
Intervention: Improve students' abilities to select, read and comprehend independently selected reading materials.
Scientific Based Research: Allington, Richard L. & Cunningham, Patricia M. (1996). Schools That Work. New
York: Longman./Accelerated Reader and Reading Renaissance. (2002). National Reading Studies Validate
Accelerated Reader, Reading Renaissance. [Brochure]. Madison, WI:Author./Robinson, G. (1990, April).
Synthesis of Research on the Effects of Class Size. Educational Leadership, 80-90.
Actions
Person
Timeline
Responsible
Annually, evaluate the program by

comparing pre-test and post-test SRI
results.
Action Type: Program Evaluation
Billy
McBride,
John
Walker and
Mary Jason
Start:
07/01/2014
End:
06/30/2015
Fall SRI and DRA testing will be used

for determining reading ranges and
levels.
Action Type: Special Education
Action Type: Technology Inclusion
Billy
McBride,
Sarah
Sherrell and
Eve Hatman
Start:
07/01/2014
End:
06/30/2015
Students in grades five through eight will Amy

select independent reading materials
Stevenson,
through the "RIF" program (Reading is
Eve Hatman
Fundamental) sponsored by the local
Kiwanis Club; school match.
Action Type: Collaboration
Action Type: Equity
Action Type: Title I Schoolwide
Start:
07/01/2014
End:
06/30/2015
Teachers in grades 5 through 8 have been

trained in the Arkansas Department of
Education's Comprehensive Literacy for
Adolescent Student Success (C.L.A.S.S.)
professional development program to
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
and David
Harmon
Resources
Computers
School
Library
Teachers
Source of Funds
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Computers
Teachers
School
Library
Title I Materials & $200.00

Supplies:
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Performance
Assessments
$200
ACSIP
improve reading and writing instruction

and promote independent reading and
purchase professional texts necessary for
the training.
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development
Organize a committee to review and
evaluate reading levels (Lexile, DRA,
Fontas and Pinnell) point values and
materials to support the Reading for
Points Program in Reading Counts.
School
Library
Teachers
Billy
McBride,
Amy
Stevenson,
Eve Hatman
Start:
07/01/2014
End:
06/30/2015
The instructional leader will monitor the

level of implementation in classrooms
according to observation protocol and
Classroom Walk-Through. The
instructional leader will confer with the
teacher to discuss the level of
implementation.
David
Harmon,
Billy
McBride
and Eve
Hatman
Start:
07/01/2014
End:
06/30/2015
Supplement literacy instruction by

utilizing a 45 minute block, students are
scheduled into literacy enrichment or
targeted skills slots, three days a week.
Employ Maggie Churchwell (literacy)
(.13 FTE)(Salary: $4,316.00 Benefits:
$1,203.00) and, Connie Moore (literacy)
(.13 FTE) (Title1) (Salary: $5369.00
Benefits: $1,421). These students go to
music/band twice a week during this
slot...evenly each day. This allows for
lower student ratios so that the remaining
three days students aren't in music or
band receive math or science
interventions or enrichment. These
teachers are scheduled with students each
day of the week and this is not a paid
prep.
Continuation of Instructional Facilitators
training by applying instructional
strategies through modeling and
application to engage students in the
learning.
Action Type: Equity
David
Harmon
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
District Staff
School
Library
Teachers
ACTION
BUDGET:
Title I Employee
Salaries:
Title I Employee
Benefits:
$9685.00
$2729.22
ACTION
$12414.22
BUDGET:
Samantha
Johnson,
Eve
Hatman,
Sarah
Sherrell,
Sharon
Walker
Start:
07/01/2014
End:
06/30/2015
Teachers
ACTION
BUDGET:
ACSIP
Employee Steven Walker, (.17 FTE)

(PD) salary $7,130 and benefits $1,783
(.08 FTE) (Title IIA) salary $3,356 and
benefits $839 computer networking
instructor, will provide on-going
professional development during summer
to classroom, teachers on alignment of
classroom libraries with Reading Counts
and Common Core Standards. He will
provide on-going support for Reading
Counts Program to the elementary and
middle school instructional staff and
progress monitor students' lexile scores
and share data with staff in an effort to
decrease the achievement gap. He will
also assist with the implementation of the
PARCC Assessments.
(NAESC),
and Lee
Ferguson
(NAESC)
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Title II-A Employee $3356.00

Salaries:
Title II-A Employee
$839.00
Benefits:
PD (State223) $1783.00
Employee
Benefits:
PD (State223) $7130.00
Employee
Salaries:
ACTION
BUDGET:
Total Budget:
$13108
$25722.22
Intervention: Implement Writing Across the Curriculum with instruction on writing to learn, writing to
demonstrate learning and authentic writing.
Scientific Based Research: Lesley University School of Education. (2001). To Write the Wrong: Implications for
Improving Writing Performance or If Everyone Isn't on Board, the Ship Might Sink! Final Project, 141./Fountas, Irene C, & Pinnell, Gay S. (2001). Guiding Readers and Writers. Portsmouth, NH:
Heinemann/Dorn, Linda J and Soffos, Carla. (2001). Scaffolding Young Writers: A Writers' Workshop
Approach. Portland, ME: Stenhouse Publishers/Thompkins, Gail E. (2000). Teaching Writing: Balancing Process
and Product. Upper Saddle River, NJ: Merrill.
Actions
Person
Timeline
Responsible
Teachers will receive professional

development on Writer's Workshop and
ADE's LDC training and will implement
writing in the content areas.
John
Walker,
Billy
McBride,
David
Harmon,
Eve Hatman
and Sarah
Sherrell
Start:
07/01/2014
End:
06/30/2015
Provide materials to develop writer's tool

kits and provide journals.
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Resources
Source of Funds
ACTION
BUDGET:
Title I Performance Materials & $1000.00

Assessments Supplies:
Teachers
Teaching
ACTION
Aids
$1000
BUDGET:
ACSIP
The literacy team will meet to develop

structured literacy response prompts built
around themes and scoring rubrics for
consistent scoring both vertically and
horizontally across grade levels.
Comparison of writing samples in student
folders after each sampling to evaluate
improvement and generate group
instructional needs; CTR will be the
outcome assessment for writing in grades
5-8.
Compare student's published pieces from
the beginning to the end of the year to
evaluate growth; CRT data will be the
outcome assessment for writing in grades
5-8 with the number of students scoring
proficient or advanced compared to the
previous results used to determine progress;
scores on reading constructed response will
also be considered in determining progress.
Parents will be provided information on the
expected levels, their child's performance
levels and activities which can be done at
home to help the child reach the expected
level; links on the school website provides
additional information.
Action Type: Parental Engagement
The instructional leader and instructional
facilitators will monitor the level of
implementation in classrooms according to
observation protocol and Classroom WalkThrough. The instructional leader will
confer with the teacher to discuss the level
of implementation.
Billy
McBride
Billy
McBride
Billy
McBride
Billy
McBride
David
Harmon,
Billy
McBride,
Eve Hatman
and Sarah
Sherrell
Louise McBride (.25 FTE) (Title I)(Salary: Billy

$10,712.00 Benefits: $2,862.00) will be
McBride
utilized two periods a day to provide
special class to provide instructional
strategies for students who are at high risk
in literacy and science. This time is in
addition to Ms. McBride's prep. These
classes and this position exceed standards.
Action Type: Equity
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Teachers
Teachers
ACTION
BUDGET:
ACTION
BUDGET:
District
ACTION
Staff
BUDGET:
Performance
Assessments
Teachers
Teachers
ACTION
BUDGET:
ACTION
BUDGET:
Title I Employee $10712.00

Salaries:
Benefits:
ACTION
BUDGET:
$13574
ACSIP

Instructional Facilitator (Sarah Sherrell)
will participate in ADE sponsored
instructional facilitator's training.
Action Type: Equity
Eve Hatman Start:

07/01/2014
End:
06/30/2015
Continue to hire Jonathan Phillips (Salary:

4689.00 Benefits: 1694.00) as student
success teacher to provide student success
interventions in literacy (.125 FTE)
(NSLA).
Action Type: Equity
Billy
McBride
Purchase printer cartridges and toner for

classroom use.
Start:
07/01/2014
End:
06/30/2015
Billy
Mcbride
Employ HQT literacy facilitator Sarah

Sherrell (.80 FTE) (NSLA) for grades 5-8
to meet with staff, conduct book studies,
and model lessons to maintain highly
qualified status for literacy teachers. She
will work with teachers implementing
LDC. Mrs. Sherrell will meet with teachers
in team meetings and provide jobembedded professional development.
(Sarah Sherrell - NSLA - salary and
benefits - $39242.00 and $10927.64)
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
David
Start:
Harmon and 07/01/2014
Billy
End:
McBride
06/30/2015
NSLA
(State-281)
$4689.00
- Employee
Salaries:
NSLA
(State-281)
$1694.00
- Employee
Benefits:
Computers
ACTION
BUDGET:
$6383
ACTION
BUDGET:
NSLA
(State281) $10927.64
Employee
Benefits:
NSLA
(State281) $39242.00
Employee
Salaries:
ACTION
$50169.64
BUDGET:
Total Budget:
$71126.64
Intervention: Implementation of comprehensive Reading Reform - Literacy Design Collaboration is planned for
grades 5-8 during the 2014-15 school year.
Scientific Based Research: Dorn, Linda,& French, Cathy, & Jones, Tammy. (1998). Apprenticeship in Literacy.
York, Maine: Stenhouse./Fountas, Irene C, & Pinnell, Gay S. (2001). Guiding Readers and Writers. Portsmouth,
NH: Heinemann./International Reading Association. (2002). Evidence-Based Reading Instruction: Putting The
National Reading Panel Report Into Practice.
Actions
Person
Responsible
Timeline
Teachers will administer and compare

results from multiple assessments (DRA,
DSA, Flint-Cooter, etc.) given
throughout the year to determine
Billy
McBride, Eve
Hatman and
sarah Sherrell
Start:
07/01/2014
End:
06/30/2015
Resources
District Staff
Teachers
Source of Funds
ACTION
BUDGET:
ACSIP
progress; documantation will be

available.
Action Type: Equity
Form local leadership teams to monitor
implementation of comprehensive
reading reform; plan and review
interventions.
Action Type: AIP/IRI
Action Type: Equity
Billy
McBride
Teachers will implement comprehensive

literacy reform model, grades 5-8.
Action Type: Equity
Annually examine all data available on
student achievement to determine the
effectiveness of the literacy program;
data shall include DRA (5-8), DSA (5-6)
writing assessments, NRT, CRT data.
Billy
McBride

implementation in classrooms according
to observation protocol and Classroom
Walk-Through. The instructional leader
will confer with the teacher to discuss the
level of implementation.
David
Harmon,
Billy
McBride, Eve
Hatman and
sarah Sherrell
Billy
McBride
Employ Danielle Treat to provide after

Billy
school tutoring off campus at Horseshoe McBride
Bend Library from 4:00-5:30 one day a
week. She will be paid $25.00/hour plus
benefits and her focus will be on English
and literacy.
Action Type: Title I Target Assistance
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
08/18/2014
End:
06/01/2015
District Staff
Teachers
District Staff
Teachers
ACTION
BUDGET:
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
District Staff
Performance
Assessments
Teachers
ACTION
BUDGET:
Title I Public Library Employee $750.00

Teachers
Benefits:
Salaries:
ACTION
BUDGET:
Total Budget:
$3750
$3750
Intervention: Intervention: Students will utilize a comprehensive literacy approach to word study/spelling in
grades 5-6 as they progress through the within-word stage, syllable juncture stage, and derivational constancy
stage as assessed with DSA (Word Journeys, 2000)
Scientific Based Research: Teaching Children to Read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. (National Institute of Child Health and Human
ACSIP
Development, 2000), Report of the National Reading Panel./Ganske, Kathy (2000). Word Journeys. New York,
The Guilford Press.
Actions
Person
Timeline
Responsible
Resources
Source of
Funds
All students will participate in a systematic,

explicit word study/spelling instruction aligned
with ELA frameworks and Common Core.
Istructional sequence shall be teacher explanation
and modeling of all word study/spelling skills,
guided practice, and independent practice.
Additional practice may be included as homework.
Action Type: Equity
All students in grades 5-6 will be provided
approximately 25 minutes daily of explicit
instruction in word study/vocabulary development.
Action Type: Equity
Students in grades 5 - 6 will be screened with the
Developmental Spelling Analysis (DSA) for
placement of instruction and the DSA will be used
at the end of the year as an outcome assessment.
Progress monitoring will be with a weekly spelling
assessment.
Teachers have participated in Comprehensive
Literacy trainings (Literacy Lab, C.L.A.S.S. and
LDC)to become knowledgeable of word
study/vocabulary development as described in
Word Journeys. Additional study may be in study
groups to fully utilize the text and screening
materials.
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Eve
Hatman
Start:
07/01/2014
End:
06/30/2015
Outside
Consultants
Teachers
The principal and instructional facilitators will

monitor the level of implementation in classrooms
according to the observation protocol and/or
Classroom Walk Throughs. A post observation
conference will be held with the teacher to discuss
the level of implementation.
Students in grades 5-6 who are identified on the
DSA or class assessments as not meeting
proficiency will receive additional word
study/spelling instruction in a small group setting.
Progress will be monitored using the Word Journey
continuum.
Action Type: Equity
Parents will be informed of student progress in
word study/vocabulary development. Parents will
David
Harmon
and Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Teachers
ACTION
Teaching Aids
$
BUDGET:
Eve
Hatman
Start:
07/01/2014
Teachers
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Teachers
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
ACSIP
be provided a list of activities to support word

study/vocabulary development as demonstrated at
Parent Night.
The word study/vocabulary development program
will be evaluated by comparing annual progress
made in mechanics on the Benchmark exam (CRT)
and pre- and post assessment results on the DSA.
Total Budget:
End:
06/30/2015
Billy
McBride,
Carol
Burke
Start:
07/01/2014
End:
06/30/2015
Teaching Aids
District Staff
BUDGET:
ACTION
$
BUDGET:
$0
Intervention: All students will be provided instruction in the comprehensive model of fluency instruction
Scientific Based Research: Teaching Children to Read: An evidence-based assessment of the scientific research
literature on reading and its implications for reading instruction. (National Institute of Child Health and Human
Development, 2000), Report of the National Reading Panel./ Rasinski, Timothy V.(2003). The Fluent Reader.
New York,Scholastic Professional Books.
Actions
Staff has participated in professional development
(Literacy Lab, C.L.A.S.S. and LDC) to learn
appropriate fluency instruction. The fluent Reader
text will be the primary text used to guide
instructional practice.
Fluency Instruction, aligned with the ELA
frameworks and Common Core, will be provided
in grades 5-8 as part of the core reading program.
All students (5-8) will participate in explicit
instruction. The instructional sequence shall be
teacher modeling, guided practice and independent
practice. Grade 5-8 will have daily reading outside
of school assigned. Addtional practice may be as
homework.
The principal will monitor the level of
implementation in classrooms during classroom
walk throughs and/or using the observation
protocol. Post observation conferences will be held
with the teacher to discuss the level of
implementation.
Action Type: Equity
Person
Timeline
Responsible
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
All students are expected to meet the end of the

Billy
year benchmarks for reading fluency in grades 5-6. McBride
The fluency program will be evaluated by
increasing the number of students meeting end of
year benchmarks according to ELA frameworks
and Common Core standards.
Start:
07/01/2014
End:
06/30/2015
Resources
Outside
Consultants
Teachers
Teachers
District Staff
Outside
Consultants
Teachers
Source of
Funds
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
Performance
Assessments
Teachers
ACSIP
Total Budget:
$0
Intervention: The Comprehensive Literacy Approach to comprehension strategy instruction will be utilized.
Comprehension strategies emphasized will be questioning (answereing questions, asking questions), monitoring
comprehension, visualizing, using prior knowledge, using graphic and semantic organizers, summarizing, and
recognizing story structure.
Scientific Based Research: Teaching Children to Read: An Evidence-Based Assessment of the Scientific
Research Literature on Reading and Its Implications for Reading Instruction. (National Institute of Child Health
and Human Development, 2000), Report of the National Reading Panel./Harvey, Stephanie & Goudvis,Anne
(2000). Strategies That Work. Portland, ME, Stenhouse Publishers.
Actions
Person
Timeline
Responsible
Resources
All teachers have participated in the appropriate

professional development (Literacy Lab,
C.L.A.S.S. and LDC)to learn about comprehension
strategies. The text which will be primary source of
information will be Strategies That Work.
All teachers in grades 5-8 will use the explicit
teaching procedure for comprehension instruction
in both literacy and core curriculum classes. The
instruction shall be aligned with the ELA
frameworks and Common Core standards as the
districts transitions towrds Common Core, use both
whole and small group instruction, and follow the
pacing guide for each quarter.
Action Type: Equity
All students will participate in comprehension
strategy instruction. The instructional sequence
shall be teacher explanation and modeling, guided
practice, and independent practice. Additional
practice in comprehension strategies may be in
literacy tasks or in homework.
The Developmental Reading Assessment (DRA)
will be utilized as a supplemental tool in pacement
for instruction. Additional diagnotic assessments
may be given for those students experiencing
difficulty. The students who are at risk will be
progress monitored bi-weekly until expected levels
are achieved. The CRT will be the outcome
assessment for reading in grades 5-6.
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Outside
Consultants
Teachers
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
District Staff
Teachers
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Parents will be informed of student progress in

comprehension and provided a list of suggestive
home activities for improving reading
comprehension.
The principal and Instructional Facilitators will
monitor the instruction in comprehension strategies
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
Teachers
Source of
Funds
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Teachers
ACTION
Teaching Aids
$
BUDGET:
Teachers
Administrative
ACTION
$
BUDGET:
ACTION
ACSIP
through the use of the observation protocol and/or

Classroom Walk Throughs. A post observation
conference with the teacher will focus on the
observed level of implementation.
Students not meeting the benchmark will receive
additional comprehension strategy instruction in
small groups. Progress toward meeting benchmark
will be monitored monthly until the expected level
is achieved.
Teachers will develop academic improvement plans
to progress monitor students scoring at basic and
below of benchmark exams.
Purchase Comprehension Assessments to assess
each individual student's level of comprehension
providing a pre-test and a post-test to guide
teachers instructional strategies in reading
comprehension.
End:
06/30/2015
Staff
BUDGET:
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Sarah
Sherrell and
Eve
Hatman
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
District Staff
Performance
Assessments
Teachers
ACTION
$
BUDGET:
Total Budget:
$0
Intervention: Curriculum alignment to the Arkansas Frameworks in Literacy

Scientific Based Research: Jacobs, Heidi Hayes. (1997). Mapping the Big Picture. Alexandria, Virginia:
Association for Supervision and Curriculum Development.
Actions
Review periodically (at least annually) the
ACSIP Plan.
Person
Responsible
Timeline
Start:
07/01/2014
End:
06/30/2015
District teachers 5-8 will evaluate the language Billy McBride Start:
arts curriculum to ensure that the Arkansas
07/01/2014
Language Arts Frameworks and Common Core
End:
standards are addressed; use of frameworks and
06/30/2015
Common Core standards will be documented.
Teachers will meet to determine if there are any Billy McBride Start:
gaps or repetitions in the curriculum and revise
07/01/2014
as necessary; teachers will determine read
End:
alouds by grade level to prevent repetitions.
06/30/2015
Action Type: Equity
Billy McBride, Start:
Literacy teams will meet with 9th-12th grade
literacy teams to ensure a seamless curriculum. David Harmon 07/01/2014
Resources
Source of
Funds
John Walker
Administrative
ACTION
Staff
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
District Staff
Teachers
Administrative
ACTION
$
BUDGET:
ACSIP

End:
06/30/2015

observation protocol and Classroom WalkThrough. The instructional leader will confer
with the teacher to discuss the level of
implementation.
David
Harmon, Billy
McBride, Eve
Hatman and
Sarah Sherrell
Start:
07/01/2014
End:
06/30/2015
Staff
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Total Budget:
$0
Goal
School and Family Connections
Benchmark We will follow annual yearly progress as provided by the Arkansas Department of Education.
Intervention: Parental Involvement
Scientific Based Research: Beyond the Building: A Facilitation Guide for School, Family, and Community
Connections by Chris Ferguson, Catherine Jordan, Lacy Wood, Victor Rodriguez and Brian Litke, (2006) SEDL,
Austin, TX
Actions
Person
Timeline
Responsible
The Parent/Student/Teacher Compact is

included in the student handbook which
every parent/guardian receives. This
document is signed by the parent or
guardian and student and returned to the
school.
Billy
McBride
Develop a parent brochure with

information on how to become involved,
calendar of events, and the parent
facilitator contact information.
Billy
McBride
Update and revisit the district's parental

involvement plan.
Billy
McBride
All staff will receive two hours of

Billy
parental involvement professional
McBride
development annually, and principal will
receive three hours of parental
involvement professional development
annually.
Action Type: Equity
Update and develop information packets. John
Resources
Source of Funds
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
Administrative
ACTION
Staff
BUDGET:
District Staff
Teachers
Administrative
ACTION
Staff
BUDGET:
District Staff
Teachers
Title Teachers
ACSIP
Establish and maintain a parent center at

each district site with materials for
checkout or free distribution, contact area
agencies for brochures.
Establish an alumni advisory committee.
Walker
John
Walker
Billy
McBride
Annually, examine data on parental

involvement including sign-in sheets at
parent meetings and a minimum of two
parent teacher conferences, volunteer
hours, and student achievement.
Billy
McBride
Provide materials and supplies for

instruction activities developed at the
parent center.
Billy
McBride
Distribute a school-parent compact

annually; review and revise compact
annually.
Billy
McBride
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
ACTION
BUDGET:
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
Teachers
Start:
07/01/2014
End:
06/30/2015
Maintain the school website; include

Mary Jason, Start:
informational links and educational links Paul French 07/01/2014
End:
06/30/2015
Provide for parents the process for
Billy
Start:
resolving parental concerns in handbook McBride
07/01/2014
End:
06/30/2015
Enable the formation of a parent-teacher
organization.
Action Type: Equity
Appoint a parent facilitator (John Walker)
for the district, select an advisory
committee.
Billy
McBride
Conduct an open house prior to the

opening of school.
Action Type: Equity
Billy
McBride
Billy
McBride
Teaching Aids
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
District Staff
District Staff
District Staff
ACTION
BUDGET:
Administrative
ACTION
Staff
BUDGET:
District Staff
Teachers
Title Teachers
ACSIP
Annually, hold a Family Literacy, Math,

Science and Technology Night; Career
Action Planing meeting for 8th grade
students and parents.
Action Type: Equity
Billy
McBride,
Carol
Burke
Start:
07/01/2014
End:
06/30/2015
Maintain a volunteer resource book based Billy

on surveys.
McBride,
Carol
Burke
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Survey parents to determine volunteer

resources.
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Frequent and meaningful communication Billy

McBride
with a minimum of two parent teachers
per year, classroom newsletters and
communications folders and email.
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Conduct annual public meeting to explain

to parents the Title I program, purpose,
priorities, allocation, planned expenditures
and suggestions for improvement, parent's
right to be involved, the curriculum used,
interventions in place and the assessed
outcomes.
Action Type: Equity
Publish a notice in local newspaper
thanking parents for attending scheduled
conferences.
John
Walker,
Fred
Walker,
Billy
McBride,
David
Harmon
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Purchase School Reach parental contact

software to inform parents of upcoming
events, parent-teacher conferences, school
closings and emergencies allowing better
communications with students and their
families utilizing local funds.
To promote parental involvement, each
classroom teacher and an academic
partner will be given $125 for materials
for activities involving parents the
purpose of inviting parents to a classroom
function or activity to encourage parental
Fred
Walker,
David
Harmon,
John
Walker and
Billy
McBride
John
Walker
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
BUDGET:
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Carol
Burke
Administrative
ACTION
Staff
BUDGET:
District Staff
Outside
Consultants
Teachers
Title Teachers
Administrative
ACTION
Staff
BUDGET:
Community
Leaders
District Staff
Teachers
Title Teachers
ACSIP
involvement in the education of our

students. Each teacher must submit a plan
to the principal.
PROGRAM EVALUATION: Volunteer Billy
sign-in sheets and daily logs of volunteer McBride
hours will be maintained throughout the
year as part of an ongoing formative
evaluation of this intervention.
Documented attendance at parent/teacher
conferences, parent night activities, and
other evidence of parental involvement
will be reviewed by the building principal
and parent facilitator periodically through
the year to assess the effectiveness of the
Parental Engagement Program. Input will
be sought in order to determine how
effective the technology is. A parental
engagement survey will be distributed in
order to gain feedback on the quality, and
effectiveness, of the schools parental
involvement efforts. The Parent Advisory
Committee will review this data and make
improvement recommendations for the
next year.
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
In order to take advantage of community Billy

resources our school will ENABLE THE McBride
FORMATION OF A PARENT
TEACHER ORGINAZATION, that will
foster parental and community
involvement within the school.
Start:
07/01/2014
End:
06/30/2015
ACTION
BUDGET:
Employ Nancy Farmer as parent

facilitator (.06 FTE Title 1 salary $809.58
and benefits $202.40) to improve the
collaboration between parents, school
personnel and community members; helps
close the achievement gap between
students; improve the communication
among school personnel; assist with the
facilitation of School Improvement Plan
goals; serve as a liaison between parents
and school personnel
Employ a high school / middle school
counselor (Carol Burke)(.25 FTE NSLAsalary $13,271 and benefits
$3481.29)exceeding state standards.
Start:
08/19/2014
End:
05/28/2015
Billy
McBride
Title I Employee
Salaries:
Title I Employee
Benefits:
$809.58
$202.40
ACTION
$1011.98
BUDGET:
David
Harmon
Start:
07/01/2014
End:
06/30/2015
NSLA
(State281) $13271.95
Employee
ACSIP
Action Type: Equity
Salaries:
NSLA
(State281) Employee
Benefits:
$3481.29
ACTION
$16753.24
BUDGET:
John Walker, (FTE .08) (Title 1) $6,628 Fred
salary and $2037.80 benefits. The district Walker
parental involvement coordinator will
serves as the liaison between school and
parents,relaying the needs of one to the
other; educate teachers and staff on how
to communicate and work effectively with
parents as equal partners; advise and train
parents on how to address issues with the
leadership staff in school meetings; serve
as a school-based intermediary contact for
concerns and comments made by parents
and community members; provides
referrals to community-based services for
families; expand opportunities for
continued learning, voluntary community
service and civic participation; develop
community collaborations; promote
sharing of power with parents as
decision-makers; help parents understand
the educational system so they can
become better advocates for their
childrens education; maintain parent
resource center (where applicable).
Agenda and sign-in sheets will be used as
documentation when meetings are held.
Total Budget:
Start:
07/01/2014
End:
06/30/2015
Title I Employee
Salaries:
Title I Employee
Benefits:
ACTION
BUDGET:
$6628.00
$2037.80
$8665.8
$26431.02
Intervention: Implementing a Schoolwide Title I Program.

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

Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Resources
Source of
Funds
Administrative
ACTION
Staff
$
BUDGET:
District Staff
ACSIP
Teachers
Title Teachers
School's curriculum is aligned with the Arkansas
Curriculum Frameworks and reviewed annually
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Instruction by classroom teachers and Title I

teachers are High Qualified Teachers.
Billy
McBride
Teachers are currently under contract for 190 days.

Of this total, 178 days are set aside as student
contact days. Two days are set aside as
parent/teacher conferences, and ten days (60 hours)
are set aside as staff development days. In-service
will be based on the districts needs assessment as
it relates to ACSIP. Six (6) of the 60 hours must be
technology based and two (2)must be parental
involvement. All elementary teachers who teach
Arkansas history shall have 2 hours in-service in
Arkansas history. All teachers may count 12 hours
in-service for planning and preparation for the
upcoming school year (with approval of the
principal).
Action Type: Equity
Recruiting and maintaining Highly Qualified
Teachers is a priority. Attending job fairs,
contacting colleges when openings occur, maintain
current resume files and utilizing TeachersTeachers.com and other on-line services are some
of the strategies used to recruit Highly Qualified
Teachers. The district tries to be comtetitive with
area districts in salaries and benefits to maintain it's
Highly Qualified Teachers. New teachers are
expected to be trained in ELF, Literacy Lab,and
MathLinks if applicable to their positions.
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Students entering fifth grade are provided a tour of

the middle school during the spring semester of
fourth grade. During the tour, students meet with
middle school teachers, principal and counselor
about curriculum, rotations, physical education and
music options and general procedures of the
middle school to provide a transition from
elementary school to middle school.
John
Walker,
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
District Staff
Teachers
Teachers
Teachers
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Teachers
ACTION
Title Teachers
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
ACSIP
The middle school collaborates with the local

Billy
Kiwanas organization to provide up to five books McBride
to every fifth through eighth grade students using a
fifty/fifty match . The County sheriff department,
the local fire department and first responders work
together with the school in providing students with
a health and safety day. The county extension
agent collaborates with middle grade teachers on a
health curriculum unit.
Start:
07/01/2014
End:
06/30/2015
Teachers utilize DSA data, target assessments in

literacy and mathematics (5th through 8th grade),
the DRA, and the SRI to provide teachers with
student progress to determine point-in-time
remediation.
Utilize Title I and NSLA to employ additional staff
to reduce class-size and provide scaffolding for
students that are at-risk and some-risk for school
failure
Billy
McBride,
Carol
Burke, John
Walker
Start:
07/01/2014
End:
06/30/2015
Billy
McBride,
Fred
Walker
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Teachers, parents, and members of the community

will serve on the Federal Advisory Committee to
develop the Title I and Title V Programs.
Committee members will meet to evaluate the
school improvement plan.
Action Type: Equity
Billy
McBride,
John
Walker
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Louise McBride will be utilized one period a day Billy

to provide special class to provide instructional
McBride
strategies for students who are at high risk of
success in literacy and science. This time is in
addition to Ms. McBride's prep. These classes and
this position exceed standards.
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
Total Budget:
Community
Leaders
Teachers
ACTION
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
District Staff
Teachers
Title Teachers
$0
Priority 2: We will improve math skills.

1. COMPREHENSIVE NEEDS ASSESSMENT: The Izard County Consolidated School District
formed ACSIP Leadership Teams and analyzed test scores from the 2011 administration of the
3-8th grade Augmented Benchmark and the K-9th grade ITBS and SAT 10 Exams. The teams
examined the results for both the combined population and each of the student subpopulations.
ACSIP
Supporting
Data:
2.
3.
4.
5.
6.
The team identified areas of weakness for each content area at each grade level. In addition, the
team reviewed attendance, disciplinary and achievement data over the past three years. Data was
disaggregated for the purpose of determining student learning and behavior needs. The team
looked at the trend provided by NORMES in order to better identify the areas of need and help
align classroom instruction with the curriculum frameworks and or Common Core State
Standards in both literacy and math. The building and district ACSIP committees examined
routines, customs, norms and expectations in order to identify factors that impede student
achievement. The supporting data statements show variances among cohorts within student
population. To address these variances and work towards closing the achievement gap among
student cohorts, the instructional staff targeted areas of the curriculum, instructional process,
assessment and professional development. Modifications will be implemented during the current
year to implement effective instructional programs, services and professional development that
will meet the needs of each student cohort. The four content areas will be targeted for increase in
student achievement during the 2011-2012 school year: literacy, math, science and social studies.
The building and district ACSIP Leadership Teams and committees will meet regularly to
review formative and summative assessment data, as well as the effectiveness of professional
development offered to district staff in thontinued effort to improve student achievemnt and
instructor knowledge in each of the content areas of the curriculum.
All students in Math Performance in grades 5 thru 8 in 2011 is 67.12 AMO for 2012 is 69.86.
Year 2013 is 72.60, year 2014 is 75.34, year 2015 is 78.08, year 2016 is 80.82 and year 2017 is
83.56. Target Achievement Gap Group in Math Performance in grades 5 thru 8 in 2011 is 63.79.
AMO for 2012 is 66.81. Year 2013 is 69.83, year 2014 is 72.84, year 2015 is 75.86, year 2016 is
78.88 and year 2017 is 81.90. All students in Math Growth in grades 5 thru 8 in 2011 is 59.54
AMO for 2012 is 62.91. Year 2013 is 66.28, year 2014 is 69.66, year 2015 is 73.03, year 2016 is
76.40 and year 2017 is 79.77. Target Achievement Gap Group in Literacy Growth in grades 5
thru 8 in 2011 is 56.44. AMO for 2012 is 60.07. Year 2013 is 63.70, year 2014 is 67.33, year
2015 is 70.96, year 2016 is 74.59 and year 2017 is 78.22.
The subgroup for the 2010-2011 year was Economically Disadvantaged proficient rate is 65.18
while Students with Disabilities proficient rate is 36.36 The Math Growth Rate for Economically
Disadvantaged is 57.14 while Students with Disabilities growth rate is 35.71.
ADA for 2006-2007 is 93.6 percent. ADA for 2007-2008 is 94.3 percent. ADA for 2008-2009 is
95 percent. ADA for 2009-2010 is 93.9 percent. ADA for 2010-2011 is 93.3 percent.
Combined Population 2009-2010 40% of 5th grade students met growth in math in 2009-2010.
58% of 6th grade students met growth in math 2009-2010. 74% of 7th grade students met
growth in math in 2009-2010. 68% of 8th grade students met growth in math in 2009-2010.
The subgroup for the 2009-2010 year was Economically Disadvantaged 60% of 5th grade
Economic Disadvantaged students scored proficient or advanced in math in 2009-2010 67% in
2008-2009 and 75% in 2007-2008. 60% of 6th grade Economic Disadvantaged students scored
proficient or advanced in math in 2009-2010 75% in 2008-2009 and 76% in 2007-2008. 79% of
7th grade Economic Disadvantaged students scored proficient or advanced in math in 2009-2010
47% in 2008-2009 and 45% in 2007-2008. 55% of 8th grade Economic Disadvantaged students
scored proficient or advanced in math in 2009-2010 37% in 2008-2009 and 43% in 2007-2008.
Goal
We will develop a math curriculum that correlates standards, instruction, and assessment.
AMO Year 2017 for all students in math performance is 83.56. AMO Year 2017 for Targeted
Benchmark
Achievement Gap Group is 81.90. AMO Year 2017 for Students with Disabilities is 68.18.
Intervention: Align math curriculum to the Arkansas Math Frameworks and transition to Common Core
standards.
Scientific Based Research:
Actions
Person
Timeline
Responsible
Each teacher will develop a math curriculum map
Billy
Start:
Resources
Source of
Funds
ACSIP
and pacing guide which will be reviewed/revised

annually.
McBride
07/01/2014
End:
06/30/2015
Align grade level math curriculum maps and

pacing guides to Common Core Math Standards.
Billy
McBride,
John
Walker
Start:
07/01/2014
End:
06/30/2015
Cross grade level meetings to determine repetitions John

and gaps in the curriculum.
Walker and
Billy
McBride
Appoint a mathematics leadership team (composed Billy
of an administrator, instructional facilitator, and a McBride
special education teacher)that will meet monthly to
look at mathematics research, and devise a plan for
mathematics education.
Action Type: Equity
District teachers 5-8 will evaluate the mathematics Billy
curriculum to ensure that Arkansas Mathematics
McBride
Frameworks are addressed and develop a transition
plan for adapting to the Common Core
Mathematics Standards; use of frameworks will be
documented.
Action Type: Equity
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
Computers
District Staff
Outside
Consultants
Performance
Assessments
Teachers
District Staff
Teachers
District Staff
Teachers
Community
Leaders
District Staff
Teachers
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
ACTION
$
BUDGET:
Total Budget:
$0
Intervention: Improve test taking skills.

Scientific Based Research: ERIC Database
Actions
Teachers will implement test-taking
strategieis in their classrooms.
Person
Timeline
Responsible
Billy
McBride
Through the desegregation of data, teachers Billy

will determine if strategies implemented
McBride
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
Resources
District Staff
Teachers
Administrative
Source of Funds
ACTION
BUDGET:
ACTION
ACSIP
are effective. Three years of CRT data will

be examined to determine if expected
growth is occuring. NRT data will be
examined for growth patterns.
Teachers will analyze test data and released Billy
items to determine test-taking skills
McBride
needed; test taking vocabulary will be a
priority.
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
The instructional leader and instructional Billy

McBride
observation protocol for mathematics and
Classroom Walk-Through. The
instructional leader will confer with the
teacher to discuss the level of
implementation.
Start:
07/01/2014
End:
06/30/2015
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Supplement the math and science

instruction by utilizing a 45 minute block,
students are scheduled into math and
science enrichment or intervention slots,
three days a week while students are
rotated into general music or band two
days a week. Employ Lee Melton (math
and science) (.13 FTE)(Salary: $4,199.00
Benefits: $1,225.00) and Sarah Taylor
(0.13 FTE) (Salary: $4,258.00 Benefits:
$1,103.00) (math and science). These
students go to music/band twice a week
during this slot...evenly each day. This
allows for lower student ratios so that the
remaining three days students aren't in
music or band receive math or science
interventions. These teachers are scheduled
with students each day of the week and
this is not a paid prep.
Action Type: Equity
Purchase Plato program to utilize in ALE
classroom for content area instruction for
students in grades 7-8.
Action Type: Equity
Staff
District Staff
Performance
Assessments
Teachers
District Staff
Teachers
Performance
Assessments
Teachers
BUDGET:
ACTION
BUDGET:
ACTION
BUDGET:

Benefits:
Salaries:
ACTION
BUDGET:
Billy
McBride
and Mary
Jason
Start:
07/01/2014
End:
06/30/2015
Computers
$10785
ALE
(State275) $2853.91
Purchased
Services:
NSLA
(State281) $6062.33
Purchased
Services:
ACSIP
ACTION
$8916.24
BUDGET:
Rose Irvin (.2816 FTE) (Title I)(Salary:
Billy
$4,791.00 Benefits: $1,661.00) will be
utilized two periods a day to provide
special class to provide instructional
strategies for students who are at high risk
in math and science. These classes and this
position exceed standards. [
Start:
08/18/2014
End:
06/01/2015

Salaries:
Benefits:
ACTION
BUDGET:
Employ Charles Treat to provide after

Billy
school tutoring off campus at Horseshoe
McBride
Bend Library from 4:00-5:30 one day a
week. He will be paid $25.00/hour plus
benefits and his focus will be on Math and
Science.
Action Type: Title I Target Assistance
Start:
08/18/2014
End:
06/01/2015
$6452
Title I Public Library Employee $3000.00

Teachers
Salaries:
Benefits:
ACTION
BUDGET:
Total Budget:
$3750
$29903.24
Intervention: Implement technology across the curriculum.

Scientific Based Research:
Actions
Purchase software licenses such as Endpoint
Protection (anti-virus), K12 Content Management,
Sharp School Web Hosting, Microsoft Office
Professional Plus, Microsoft Visual and Microsoft
All Access for classroom use of computer
technology.
Person
Timeline
Responsible
Steven
Walker
Start:
07/01/2014
End:
06/30/2015
Resources Source of Funds

Title I Purchased
$162.50
Services:
Title I Materials & $1292.00
Supplies:
ACTION
BUDGET:
(TECHNOLOGY NEEDS ASSESSMENT)

(COORDINATION OF FUNDS) Technological
Materials and Supplies will be purchased to integrate
more technology into the curriculum in which
teachers instruct as well as provide technology to
students to enhance achievement. Materials and
Supplies to be purchased include: 200 Chromebooks.
These will be distributed throughout the middle and
high school.
Billy
McBride
and Steven
Walker
Total Budget:
Start:
07/01/2014
End:
06/30/2015
$1454.5
NSLA
(State281) $48786.00
Materials
&
Supplies:
ACTION
BUDGET:
$48786
$50240.5
ACSIP
Priority 3: We will improve the wellness of our students.
Supporting
Data:
1. ADA for 2006-2007 is 93.6 percent. ADA for 2007-2008 is 94.3 percent. ADA for 2008-2009 is
95 percent.
2. 2005 BMI data for students in grades 5-6 revealed 19% overweight and 27% at risk for being
overweight. Students in grades 7-8 had 22% overweight and 17% at risk for being overweight.
2006 BMI data for students in grades 5-6 revealed 15% overweight and 28% at risk for being
overweight. Students in grades 7-8 had 25% overweight and 15% at risk for being overweight.
3. 75% of male students in grades 5-8 receive free or reduced (price)meals and 79% of female
students in grades 5-8 receive free or reduced (price)meals (2006).
Students in grades 5-8 will have a minimum of 150 minutes a week in physical education and physical
activity.
Benchmark Students will have an attendance rate of 93% or higher.
Goal
Intervention: Students in 5-6 will have 80 minutes of physical education per week and a minimum of 80 minutes
a week in physical activity in the for of free play. Students in grades 7-8 will have a combination of 150 mintues
of physical education and physical activity.
Scientific Based Research: 1. Incorporating Physical Activity into Schools - Research Update, Melpomene
Journal, Fall-Winter, 2002. 2. Samuels, Christina A., Schools Respond to Federal "Wellness" Requirement. June,
14, 2006: Education Week. 3. Greifner, Laura., National PTA Aims to Restore Time for Recess. March 22, 2006:
Education Week.
Actions
Person
Timeline
Responsible
Students in grades 5-6 will have 80 minutes of

physical education per week.
Action Type: Wellness
Billy
McBride
Students in grades 7-8 will have 150 minutes of

physical education/physical activity per week.
Billy
McBride
Start:
07/01/2014
End:
06/30/2015
Start:
07/01/2014
End:
06/30/2015
Resources
Source of
Funds
Administrative
ACTION
Staff
$
BUDGET:
Administrative
ACTION
Staff
$
BUDGET:
Title Teachers
Students in grades 5-6 will have a minimum of 80 Billy

minutes per week in physical activity.
McBride
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
Teachers
Students BMI data will be collected and compared

with the two preivious years to chart trends on
students weight.
Action Type: Equity
Billy
McBride
and Tanna
Brashears
Start:
07/01/2014
End:
06/30/2015
ACTION
$
BUDGET:
The principal will monitor compliance with the

district wellness policy and report to the
superintendent. School food service staff will
ensure that food service areas meet nutritional
policies and report to superintendent.
Billy
McBride,
Laura
McCandlis
Start:
07/01/2014
End:
06/30/2015
Administrative
ACTION
Staff
$
BUDGET:
District Staff
ACSIP
Total Budget:
$0
Planning Team
Classification
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Classroom Teacher
Name
Charles Treat
Danielle Treat
Eve Hatman
Lee Melton
Maggie
Churchwell
Sarah Sherrell
Sarah Taylor
Classroom Teacher
Teresa Vest
Community Representative
Non-Classroom Professional
Staff
Non-Classroom Professional
Staff
Parent
Steve Stevenson
Literacy Specialist
5th Grade Teacher
Special Education
Teacher
Mayor
Amy Stevenson
Librarian
Title I and Literacy
Jewel Crider
Instructional Aide
Literacy
Helen Savell
Parent
Principal
Billy McBride
Principal
Title I
Literacy, Title I, and
Mathematics
Classroom Teacher
Position
Committee
7th and 8th Grade Math Mathematics
7th and 8th Grade English Literacy
Instructional Facilitator Literacy and Mathematics
6th grade teacher
Mathematics
5th Grade Teacher
Literacy
Literacy
Mathematics
Literacy
Mathematics

14-15 Acsip-Middle School

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14-15 Acsip-Middle School

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ACSIP

Grade Span: 5-8

Title I: Title I Schoolwide

1. COMPREHENSIVE NEEDS ASSESSMENT; The Izard County Consolidated School District

file:///C|/Users/steven.walker/Downloads/ACSIP-middle%20school.htm[10/16/2014 1:18:29 PM]

Annually, evaluate the program by

Fall SRI and DRA testing will be used

Students in grades five through eight will Amy

Teachers in grades 5 through 8 have been

Title I Materials & $200.00

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improve reading and writing instruction

The instructional leader will monitor the

Supplement literacy instruction by

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Action Type: Title I Schoolwide

Employee Steven Walker, (.17 FTE)

Title II-A Employee $3356.00

Teachers will receive professional

Provide materials to develop writer's tool

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Title I Performance Materials & $1000.00

The literacy team will meet to develop

Louise McBride (.25 FTE) (Title I)(Salary: Billy

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Title I Employee $10712.00

Action Type: Title I Schoolwide

Eve Hatman Start:

Continue to hire Jonathan Phillips (Salary:

Purchase printer cartridges and toner for

Employ HQT literacy facilitator Sarah

Teachers will administer and compare

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progress; documantation will be

Teachers will implement comprehensive

The instructional leader and instructional

Employ Danielle Treat to provide after

Title I Public Library Employee $750.00

All students will participate in a systematic,

The principal and instructional facilitators will

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be provided a list of activities to support word

All students are expected to meet the end of the

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All teachers have participated in the appropriate

Parents will be informed of student progress in

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through the use of the observation protocol and/or

Intervention: Curriculum alignment to the Arkansas Frameworks in Literacy

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Action Type: Alignment

The instructional leader and instructional

The Parent/Student/Teacher Compact is

Develop a parent brochure with

Update and revisit the district's parental

All staff will receive two hours of

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Action Type: Parental Engagement

Establish and maintain a parent center at

Annually, examine data on parental

Provide materials and supplies for

Distribute a school-parent compact