Source: http://www.hartfordhustlers.net/policy/Elementary14_15.htm
Timestamp: 2017-10-18 05:18:10
Document Index: 19332583

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512 Ludlow, Hartford ,AR 72938
Hartford Schools, working with parents and community, will provide 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
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. All students will be exposed to verbiage associated with Common Core. K-6 teachers will employ vigorous verbiage throughout the year.
Goal: All students will improve their performance in solving open response problems, particularly in measurement, geometry, data analysis and algebra.
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 and writing abilities in the area of content, style, punctuation and sentence formation.
GRADE 3 Augmented/Benchmark Exam
COMBINED POPULATION: In 2014, 78% scored proficient or advanced. In 2013, 75% scored proficient or advanced. In 2012, 74% 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 2014, 82% scored proficient or advanced. In 2013, 75% scored proficient or advanced. In 2012, 70% scored proficient or advanced.
ECON. DISADVANTAGED: In 2014, 78% scored proficient or advanced. In 2013, 66% scored proficient or advanced. In 2012, 76% scored proficient or advanced.
GRADE 4 Augmented/Benchmark Exam
COMBINED POPULATION: In 2014, 85% scored proficient or advanced. In 2013, 74% scored proficient or advanced. In 2012, 68% scored proficient or advanced.
CAUCASIAN: In 2014, 82% scored proficient or advanced. In 2013, 67% scored proficient or advanced. In 2012, 63% scored proficient or advanced.
ECON. DISADVANTAGED: In 2014, 85% scored proficient or advanced. In 2013, 61% scored proficient or advanced. In 2012, 67% scored proficient or advanced.
GRADE 5 Augmented/Benchmark Exam
COMBINED POPULATION: In 2014, 80% scored proficient or advanced. In 2013, 92% scored proficient or advanced. In 2012, 96% scored proficient or advanced.
CAUCASIAN:In 2014, 87% scored proficient or advanced. In 2013, 90% scored proficient or advanced. In 2012, 95% scored proficient or advanced.
ECON. DISADVANTAGED: In 2014, 80% scored proficient or advanced. In 2013, 91% scored proficient or advanced. In 2012, 96% scored proficient or advanced.
GRADE 6 Augmented/Benchmark Exam
COMBINED POPULATION: In 2014, 83% scored proficient or advanced. In 2013, 74% scored proficient or advanced. In 2012, 71% scored proficient or advanced.
CAUCASIAN: In 2014, 75% scored proficient or advanced. In 2013, 67% scored proficient or advanced. In 2012, 71% scored proficient or advanced.
ECON. DISADVANTAGED: In 2014, 83% scored proficient or advanced. In 2013, 76% scored proficient or advanced. In 2012, 71% scored proficient or advanced.
(Grade K)- Kindergarten was not assessed in 2013.
(Grade 1)- READING COMPREHENSION: ITBS Combined Population: In 2014, 48% had an NPR score of 50, or above. In 2013, 57% had an NPR score of 50, or above. In 2012, 50% had an NPR score of 50, or above.
(Grade 2)- READING COMPREHENSION: ITBS Combined Population: In 2014, 68% had an NPR score of 50, or above. In 2013, 58% had an NPR score of 50, or above. In 2012, 63% had an NPR score of 50, or above.
LITERACY GROWTH: All student group and TAG group met 2014 AMO Growth Targets in literacy of 75%.
LITERACY PERFORMANCE: All Student group did not meet the literacy 2014 of 78.48/80.36 AMO performance target but the TAG group did meet with 78.48/77.82 of AMO performance AMO performance target.
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.
COMPREHENSIVE NEEDS ASSESSMENT: Hartford Elementary staff formed grade level teams and analyzed the test scores from the 2014 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 practical passages and writing was content and style. We will continue to modifying and align our Curriculum, Instruction, Assessment and Professional Development practices with the Common Core State Standards 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.
ATTENDANCE RATE: In 2014, the attendance rate was 95.01%. In 2013, the attendance rate was 94.61%. In 2012, the attendance rate was 94.45%
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. All students will be exposed to verbiage associated with Common Core. K-6 teachers will employ vigorous verbiage throughout the year.
Benchmark Hartford Elementary is a NEEDS IMPROVEMENT school for 2014-15. It is expected that All Students, the Targeted Achievement Gap Group and all ESEA subgroups will meet or exceed the 2015 AMO performance target of 77.78% and growth targets of 82.54% for literacy in the 2014-15 school year.
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.
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 students in Saxon Phonics to include systematic and explicit instruction
-continuing support of phonics in literacy centers
Teachers will administer DIBELS NEXT 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 NEXT
-Letter Naming Fluency(LNF)(3times a year)
-Nonsense Word Fluency(NWF) (2 times a year)
-be monitored for progress using the DIBELS NEXT LNF and NWF tasks until the students reach expected levels of performance
-all kindergarten students will be assessed with the goal of achieving 30 FSF on the LNF task and 28 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 NEXT 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 NEXT 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 58 spm on the NWF
-be assessed with the Developmental Spelling Analysis (DSA) to identify specific instructional needs.
Carolyn Harris, Assistant Principal Start: 07/01/2014
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 spelling skills, guided practice, independent practice
-providing additional practice through literacy stations and/or homework
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
WRITING: Teachers provide writing instruction by:
-following the Common Core State Standards
-engaging K-3 students in Writer's Workshop by implementing Lucy Calkins writing program
-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 opportunities to use writing, such as response to writing, narrative, opinion and informational
-utilizing constructed response prompts and rubrics; to teach and give experiences in the format of the CRT
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
-referring to the Common Core State Standards as a guide.
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 using technology
Teachers will assess students in kindergarten through grade 3 by administering vocabulary assessments and 3-6 administering DAZE assessments from DIBELS NEXT at the beginning and end of the year. 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.
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 NEXT 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, 2 times a year to all first grade students
-60% of first grade students have made a minimum of 40 ppm on the 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.
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 NEXT 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(DORF)
-at semester and end-of-year to first grade students
-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.
SUMMATIVE EVALUATION: DRA testing revealed a 15% 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 NEXT and/or mock open responses to evaluate student progress.
COMPREHENSION: Teachers will provide comprehension instruction by:
-referring to the Common Core Standards at each nine weeks
-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 homework
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.
Val Harp, Literacy Chair Start: 07/01/2014
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 readers will be purchased by teachers to encourage literacy instruction that respects students' unique learning paths and supports each student's needs($4,000).
-Hartford Elementary Library will purchase educational websites such as Accelerated Reading, Star Reading, Star Math, Star Early Literacy, Enchanted learning, Edhelper, etc. for the improvement of literacy. ($4,000).
-The library will give access to all teachers and 150 students to check out these books at appropriate reading levels. The library will be able to purchase common core books to enhance reading levels ($2,000).
Title I - Purchased Services: $4000.00
Title I - Materials & Supplies: $6000.00
CURRICULUM ALIGNMENT: Classroom teachers will align the curriculum vertically and horizontally to the Common Core State Standards.
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.
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. The School District will hire a highly qualified interventionist/facilitator (E.Lovell $15,350/$3,374 salary/benefit FTE 0.5) to assist those students deemed at risk. The following tools can be used to determine eligibility for intervention: DIBELS NEXT, Star Reading, DRA, and DSA. AIP/IRI's will be used for those students who score below proficient on the benchmark test and will include parents' signature.
Title I - Employee Benefits: $3374.00
Title I - Employee Salaries: $15350.00
ACTION BUDGET: $18724
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 Mobymax, Edmodo, Scoot pad and the computer lab will enhance the use of technology.
PROFESSIONAL DEVELOPMENT: Teachers will have opportunities to attend conferences and professional development, 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 student. The Principal will recommend Common Core workshops to increase teacher knowledge. (T-I monies $4,912)Professional books or supplies will be purchased to increase teacher's knowledge of Common Core and researched based programs.(T-I monies $300).
FORMATIVE ASSESSMENT - Principal will monitor the level of implementation in classrooms according to the Classroom Walk-Thru and TESS training. The Principal will discuss with the teacher the level of implementation and student learning.
Title I - Purchased Services: $4912.00
Title I - Materials & Supplies: $300.00
ACTION BUDGET: $5212
COLLABORATION: Teachers will have monthly PLC's to discuss effective practices.
FORMATIVE - Teacher created assessments both written or oral. SUMMATIVE- Assessment scores on state mandated test.
Total Budget: $33936
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.
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.
David Lee, Principal Start: 07/01/2014
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 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.
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.
PARENT INVOLVEMENT MEETINGS: Parents will be invited to a Meet the Teacher Night to welcome parents and students and to share expectations for the school year. Curriculum night will also be held to let parent know what the common core standards are and other concerns parents may have.
Carolyn Harris, Assisstant Principal Start: 07/01/2014
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.
Teresa Ragsdale, Superintendent Start: 07/01/2014
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.
Carolyn Harris, Counselor Start: 07/01/2014
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 parents to borrow for review.
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.
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 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.
The school district will provide needed materials and supplies for parental involvement, such as Meet the Teacher night, curriculum night, Nicky folders for parent/teacher communication, etc. (Title I funds of $4,000)
The district will use district monies to purchase the program "School Reach" to inform parents of school events and needed information.
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.
Margaret Emberson, Title I Start: 07/01/2014
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 with the new ADE "scheduled" professional development plan. Data disaggregation, instructional leadership, and fiscal management professional development shall be included annually for all administrators. Professional books or supplies will be purchased to further teacher knowledge.
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 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.
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 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.
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 to follow. This is a big advantage for the child as well as the kindergarten teacher.
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.
SUMMATIVE EVALUATION: Our Fall 2014 ACSIP meeting was held and the teachers participated in the disaggregation of data and made the decision to continue our curriculum and mapping process. Teachers will continue to align lesson plans with the Common Core Standards and continue to stress vocabulary. A Spring 2015 ACSIP meeting will be held to evaluate the progress this school year.
Margaret Emberson, ACSIP Chair Start: 07/01/2014
PARENTAL INVOLVEMENT/TEACHER DECISION/FORMATIVE EVALUATION: The AIP plan is written by teacher, principal and parents. An assessment tool, such as MAP 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.
SCHOOLWIDE REFORM STRATEGIES will provide students with researched-based curriculum such as ELLA, Effective Literacy Program, Comprehensive Literacy, Lucy Caucins Writing Program, Writer's Workshop, CGI, My Math (K-5), Glencoe Math (6-8), Reflex Math program and Odysseyware.
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.
PROFESSIONAL DEVELOPMENT is an ongoing process to provide teachers with knowledge and expertise needed to provide students with the skills necessary to accomplish the goals of Common Core State Standards. Within the ACSIP plan are many professional development actions that teachers will engage in. The Western AR Coop will have workshops that will increase teacher knowledge about Common Core Standards.
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.
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 AMO's set by the ADE.
Priority 2: All students will improve their performance in solving open response problems, particularly in measurement, geometry, patterns, algebra and functions.
COMBINED POPULATION: In 2014, 83% scored proficient or advanced. In 2013, 83% scored proficient or advanced. In 2012, 85% 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 2014, 81% scored proficient or advanced. In 2013, 81% scored proficient or advanced. In 2012, 83% scored proficient or advanced.
ECON. DISADVANTAGED: In 2014, 83% scored proficient or advanced. In 2013, 83% scored proficient or advanced. In 2012, 88% 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/multi-step.
COMBINED POPULATION: In 2014, 69% scored proficient or advanced. In 2013, 74% scored proficient or advanced. In 2012, 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 2014, 68% scored proficient or advanced. In 2013, 66% scored proficient or advanced. In 2012, 62% scored proficient or advanced.
ECON. DISADVANTAGED: In 2014, 69% scored proficient or advanced. In 2013, 69% scored proficient or advanced. In 2012, 67% 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 probability.
COMBINED POPULATION: In 2014, 50% scored proficient or advanced. In 2013, 67% scored proficient or advanced. In 2012, 78% scored proficient or advanced.
CAUCASIAN:In 2014, 47% scored proficient or advanced. In 2013, 63% scored proficient or advanced. In 2012, 76% scored proficient or advanced.
ECON. DISADVANTAGED:In 2014, 50% scored proficient or advanced. In 2013, 64% scored proficient or advanced. In 2012, 78% 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.
COMBINED POPULATION: In 2014, 83% scored proficient or advanced. In 2013, 74% scored proficient or advanced. In 2012, 49% scored proficient or advanced.
CAUCASIAN:In 2014, 83% scored proficient or advanced. In 2013, 74% scored proficient or advanced. In 2012, 48% scored proficient or advanced.
ECON. DISADVANTAGED:In 2014, 83% scored proficient or advanced. In 2013, 71% scored proficient or advanced. In 2012, 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 data analysis, algebra and geometry.
(Grade K)- TOTAL MATH: Kindergarten did not test in 2014.
(Grade 1) TOTAL MATH: ITBS - Combined Population: In 2014, 48% had an NPR score of 50, or above. In 2013, 46% had an NPR of 50, or above. In 2012, 50% had an NPR of 50, or above.
(Grade 2) TOTAL MATH: ITBS - Combined Population: In 2014, 62% had an NPR score of 50, or above. In 2013, 54% had an NPR of 50, or above. In 2012, 68% had an NPR of 50, or above.
MATH GROWTH: All student/TAG groups not meeting 2014 AMO Growth Targets in math with a score of 65/59.61.
MATH PERFORMANCE: All Students and TAG groups did not meet the math 2014 AMO performance target of 80.36/77.82.
COMPREHENSIVE NEEDS ASSESSMENT: Hartford Elementary Staff formed ACSIP Grade Level Teams and analyzed the test scores from the 2014 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 analysis, measurement, geometry and algebra. We will continue to modifying our Curriculum, Instruction, Assessment and Professional Development practices aligned to the Common Core State Standards and the Growth Model set by the state department 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.
ATTENDANCE RATE: In 2014, the attendance rate was 95.01. In 2013, the attendance rate was 94.61. In 2012, the attendance rate was 94.43.
Goal All students will improve their performance in solving open response problems, particularly in measurement, geometry, data analysis and algebra.
Benchmark Hartford Elementary School was a Needs Improvement school in math for 2014-15. It is expected that All Students, the Targeted Achievement Gap Group and ESEA subgroups will meet or exceed the individual 2015 AMO performance for math at 82.54% and growth targets for math at 68.89% in the 2014-15 school year.
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
Hartford elementary has implemented the My Math(K-5) curriculum that will comply with the Common Core Standards and is a researched based program. Hartford 6th graders will continue the program with Glencoe Math, a researched-based program. New staff or anyone not been trained will attend a training on the new curriculum and how the Common Core Standards are implemented in this program.
Margaret Emberson, Math Facilitator Start: 07/01/2014
SUMMATIVE EVALUATION: All math teachers will collaborate in the fall of 2014 to disaggregate data from the state tests and will help to identify strengths and weaknesses. Teachers will discuss the needs of the students and better align lessons with the common core standards. 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.
The school district will purchase math consumable books, measurement tools, calculators, math based literature books and any math tool/manipulative to supplement our math program which will help build the knowledge and skill level necessary for improved student achievement.(Title I monies $4,000)
Hartford Elementary will utilize Reflex, a math fact fluency program, that will help build fluency to improve math computation. Hartford Elementary will purchase MobyMax, an individualized math program that will establish an individual learning plan.
FORMATIVE Evaluation for individual students will be accessed using these programs and individual growth will be shown.
Margaret Emberson, Math Coach Start: 07/01/2014
Parents will be given information in the student/parent communicator folder about weekly assignments given, help tips for homework and school news. Teachers will also send a reminder text or email to achieve higher performance of the students. Students will have individual logins for Connect Ed Math program to allow for extra tutorials, enrichment and homework assignments. Parents can also utilize HAC to access grades. This will encourage parent-student involvement with happenings at school and success of their child in the classroom.
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 (T-I $4,913). Teachers can purchase books to increase their knowledge related to their training. (T-I $300) Teachers will implement CGI/Thinking Mathematically, My Math and Reflex directly in the classroom to promote high order thinking skills. Teacher were trained in the new program Reflex this fall and will renew program in spring. We will also fund the Odysseyware for 5th/6th intervention. (T-I $5,570).
Title I - Purchased Services: $10663.00
ACTION BUDGET: $10963
Teachers will incorporate vocabulary cards/drills and vocabulary assessment to address multiple learning styles through written, visual, auditory and real life objects/pictures. Vocabulary will be supported across the curriculum.
CWT’s revealed that teachers are using the vocabulary in their lessons with student participation.
Resource teacher/interventionist will collaborate with classroom teachers to provide interventions or supplemental help for concepts being addressed on IEPs.
Total Budget: $14963
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 Hartford School District will purchase technologies for the Elementary. Research demonstrate that technology in the classroom has the potential to reach students of all learning styles. The interest and motivation that technology induces in students makes its usage in schools important. Because of technology, Hartford schools has the opportunity to better prepare students for the future when using every strategy that addresses each learning style. These technologies will be used to ensure that the staff is teaching with high yield strategies to ensure that our students are ready for 21st century technology skills and student achievement goals. Purchases at the elementary will include computer application software, the purchases of 45 iPads @ $400, 45 otter box @ $60, related support supplies, hardware and software items. Hartford’s three year trend data supports the purchase of technology equipment to provide additional learning opportunities beyond the regular classroom instruction. Research shows that the use of technologies in the classroom improve the skills students need to perform in the business and career world. This will augment current programs in place at the elementary (such as Accelerated Reader, Reading A-Z, STAR Math, Odysseyware, Reflex math and other programs to teach, reteach, and enrich math and literacy concepts). Students with IEP's tend to work and comprehend better by using technology tools that broaden their learning environment. These tools will help to close the achievement gap between the All students and TAGG SPED group. (T-I $36,250)
Title I - Materials & Supplies: $36250.00
ACTION BUDGET: $36250
Students will use web based math sites and Odysseyware program in the computer lab and classroom to practice and become more proficient in their math skills. All grades in the elementary will use Reflex math program to improve math facts with starting and ending scores to reflect improvement.
Stephanie Gean, Computer Lab Start: 07/01/2014
The Math Facilitator/Federal Coordinator will attend both the fall and spring Federal Coordinators meetings (AAFC) to better assist the school in implementing the ACSIP. She will attend math facilitator workshops and other workshops that will help teachers and students achieve their goals.
The district will hire a highly qualified Math Instructional Facilitator, Margaret Emberson, T-I FTE 0.7601, $35,020/$9081) to help students improve their mathematical knowledge by using data and strategies to improve students growth and meet individual AMO's.
Title I - Employee Salaries: $35020.00
Title I - Employee Benefits: $9081.00
ACTION BUDGET: $44101
Teachers will provide to parents each student's progress during Parent/Teacher Conferences each semester.
FORMATIVE EVALUATION: Regular classroom and special education student's math skills will be assessed with the Star Math, Odysseyware and MobyMax for areas of weakness and teachers will address deficiencies.
SUMMATIVE EVALUATION: Annual review of students Benchmark scores, weaknesses and strengths will reveal if present programs are the best instructional choices for Math.
Total Budget: $80351
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.
HARTFORD ELEMENTARY MALES
-2013-14, the BMI results indicated that 46.2% of males were at risk or overweight.
-2012-13, the BMI results indicated that 44.6% of males were at risk or overweight.
-2011-12, the BMI results indicated that 37.3% of males were at risk or overweight.
HARTFORD ELEMENTARY FEMALES
-2013-14, BMI results indicated that 32.3% of females were at risk overweight.
-2012-13, BMI results indicated that 41% of females were at risk or overweight.
-2011-12, BMI results indicated that 34% of females were at risk or overweight.
The 2013-14 School Health Index results related that students do not receive more than 150 minutes of physical activity per week.
ATTENDANCE RATE: In 2014, the attendance rate was 95.01%. In 2013, the attendance rate was 94.61%. In 2012, the attendance rate was 94.45%.
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, 2015. There will be a .5% difference in the 2014-15. 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 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.
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.
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.
SUMMATIVE EVALUATION: The Wellness Committee decided that all of the activities in this intervention were performed, taught and beneficial to all students in the Elementary School. Actions will be continued in the 2014-15 school year.
To encourage development and participation in family oriented, community-based physical activity programs.
Faculty members will attend CPR and first aid training.
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.
Bonnie Cravey, Food Manager Start: 07/01/2014
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.
Heather Moore, School Nurse Start: 07/01/2014
Business Representative John Morgan Owner ACSIP
Classroom Teacher Erica Cooper 3rd grade Literacy
Classroom Teacher Erica Lovell 3rd grade Math
Classroom Teacher Judith Velosky 6th grade Literacy
Classroom Teacher Kim Chaney 1st Grade Literacy
Classroom Teacher Lauren Gann Resource Math
Classroom Teacher Leisa Williams Pre-K Literacy
Classroom Teacher Mandy Vanvekoven Kindergarten Math
Classroom Teacher Melissa Gilham 2nd Grade Math
Classroom Teacher Rhonda Woods 4th grade Literacy
Classroom Teacher Robin Davis GT teacher Literacy
Classroom Teacher Val Harp 2nd grade Literacy Chair
Classroom Teacher Wendy James 5th grade Math Chair
Community Representative Betty Barnes Postmaster Alumni
Community Representative Charlotte Strunk Foster Grandparent Rep. Alumni
Community Representative Deputy Cooper Police Officer ACSIP
District-Level Professional Teresa Ragsdale Superintendent ACSIP/Parent Involvement
Non-Classroom Professional Staff Angie Michael Bookkeeper/Treasurer ACSIP
Non-Classroom Professional Staff Carolyn Harris Counselor/Assistant Principal ACSIP/Parent Involvement
Non-Classroom Professional Staff Heather Moore School Nurse ACSIP/Wellness Chair
Non-Classroom Professional Staff Margaret Emberson Title I/Math Facilitator/Federal Coordinator ACSIPChair/Math
Non-Classroom Professional Staff Stacie McLellan Librarian Literacy
Non-Classroom Professional Staff Teresa Wooten School secretary Alumni
Parent Brandy Wooten Parent Alumni/Parent Involvement
Parent Vanessa O'Neal Parent Parent Involvement/Alumni
Principal David Lee Principal ACSIP/Wellness/Parent Involvement