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School Plan

NEVADA ELEMENTARY SCHOOL

Arkansas Comprehensive School Improvement Plan

2011-2012


The Mission of Nevada Elementary School is to provide a safe learning environment, where all children can learn given the opportunity and time on task, with an emphasis on proficiency in literacy and mathematics.

"ALL CHILDREN WILL LEARN"

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

Table of Contents

Priority 1: Literacy
    Goal: All students will improve content and literary in open response reading; pracitical in multiple choice; and content, style, and mechanics in writing.
Priority 2: Mathematics
    Goal: All students will improve number sense, properties and operations (NPO), geometry, and measurement in open response; and NPO, geometry, measurement, and patterns, algebra and functions (PAF) in multiple choice.
Priority 4: Wellness
    Goal: To improve health and wellness of students at Nevada Elementary School.
Priority 1: To improve Literacy skills.
Supporting Data:
  1. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-3rd Grade Literacy Exam
    Report Created: August 25, 2011
    2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    29 Students: 86% of Combined Students
    14 Students: 86% of African American Students
    15 Students: 87% of Caucasian Students
    23 Students: 82% of Econ. Disadvantaged Students
    4 Students: 50% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    27 Students: 81% of Combined Students
    6 Students: 100% of African American Students
    18 Students: 77.0% of Caucasian Students
    25 Students: 80% of Econ. Disadvantaged Students
    2 Students: 50.0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    35 Students: 68% of Combined Students
    13 Students: 31% of African American Students
    21 Students: 91% of Caucasian Students
    24 Students: 67% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population in reading were open response-Practical Passage. The writing components were content and style domain. In multiple choice reading - the lowest area was literary.
    The lowest identified areas for African Americans were open response-Practical Passage. The writing components were content and style domain. In multiple choice reading - the lowest area was literary.
    The lowest identified areas for Caucasian were open response-Practical Passage. The writing components were content and style domain. In multiple choice reading - the lowest area was literary.
    The lowest identified areas for Econ. Disadvantaged students in reading were open response-Practical Passage. The writing components were content and style domain. In multiple choice reading - the lowest area was literary.
  2. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-4rd Grade Literacy Exam
    Report Created: August 25, 2011
    2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    36 Students: 69% of Combined Students
    15 Students: 60% of African American Students
    21 Students: 76% of Caucasian Students
    30 Students: 74% of Econ. Disadvantaged Students
    2 Students: 50% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    33 Students: 88% of Combined Students
    14 Students: 78% of African American Students
    17 Students: 94% of Caucasian Students
    24 Students: 83% of Econ. Disadvantaged Students
    2 Students: 0.0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    30 Students: 70% of Combined Students
    10 Students: 50% of African American Students
    18 Students: 83% of Caucasian Students
    25 Students: 64% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population in reading were open response-practical passage. The writing components were content and style domain, and sentence formation. In multiple choice reading the lowest area was practical passage.
    The lowest identified areas for African Americans were open response-practical passage. The writing components were content and style domain, and sentence formation. In multiple choice reading the lowest area was practical passage.
    The lowest identified areas for Caucasian were open response-practical passage. The writing components were content and style domain, and sentence formation. In multiple choice reading the lowest area was practical passage.
    The lowest identified areas for Econ. Disadvantaged students in reading were open response-practical passage. The writing components were content and style domain, and sentence formation. In multiple choice reading the lowest area was practical passage.
  3. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-6th Grade Literacy Exam
    Report Created: August 25, 2011
    2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    28 Students: 67% of Combined Students
    8 Students: 51% of African American Students
    20 Students: 75% of Caucasian Students
    19 Students: 69% of Econ. Disadvantaged Students
    3 Students: 0% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    28 Students: 64% of Combined Students
    9 Students: 33% of African American Students
    15 Students: 80% of Caucasian Students
    24 Students: 63% of Econ. Disadvantaged Students
    5 Students: 0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    29 Students: 79% of Combined Students
    12 Students: 50% of African American Students
    17 Students: 100% of Caucasian Students
    24 Students: 79% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Reading-Content Passage; Writing-Content and Style domains. Multiple Choice-Reading-Literary Passage.
    The lowest identified areas for African Americans were Open Response-Reading-Content Passage; Writing-Content and Style domains. Multiple Choice-Reading-Literary Passage.
    The lowest identified areas for Caucasian were Open Response-Reading-Content Passage; Writing-Content and Style domains. Multiple Choice-Reading-Literary Passage.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Reading-Content Passage; Writing-Content and Style domains. Multiple Choice-Reading-Literary Passage.
  4. 2008-2009 Dibels Report
    Kindergarten
    31 students taking test
    Letter Naming Fluency:
    1 (3.2%) AT Risk; 1(3.2%) Some Risk; 29(93.5%) Low Risk
    Phoneme Segmentation Fluency
    1 (3.2%) AT Risk; 0 (0%) Some Risk; 30 (96.8%) Low Risk
    Nonsense Word Fluency
    1 (3.2%)AT Risk; 4 (12.9%) Some Risk; 26 (83.9%) Low Risk
    First Grade
    31 students taking test
    Letter Naming Fluency:
    0 AT Risk; 0 () Some Risk; 31 (100%) Low Risk
    Phoneme Segmentation Fluency
    0 AT Risk; 0 Some Risk; 31 (100%) Low Risk
    Nonsense Word Fluency
    0 AT Risk; 2 (6.5%) Some Risk; 29 (93.5%) Low Risk
    Oral Reading Fluency
    2 (6.5%) AT Risk; 69(29%) Some Risk; 20 (64.5%) Low Risk
    Second Grade
    27 students taking test
    Oral Reading Fluency
    10 (37%) AT Risk; 4 (14.8%) Some Risk; 13 (48.1%) Low Risk
    Third Grade
    27 students taking test
    Oral Reading Fluency
    2 (7.4%) AT Risk; 7 (25.9%) Some Risk; 18 (66.7%) Low Risk
    2009-2010 Dibels Report
    Kindergarten
    26 students taking test
    Letter Naming Fluency:
    0 (0%) AT Risk; 3(11.5%) Some Risk; 23(88.5%) Low Risk
    Phoneme Segmentation Fluency
    1 (4%) AT Risk; 0 (0%) Some Risk; 25 (96%) Low Risk
    Nonsense Word Fluency
    0 (0%)AT Risk; 2 (8%) Some Risk; 24 (92%) Low Risk
    First Grade
    33 students taking test
    Letter Naming Fluency:
    0 AT Risk; 0 () Some Risk; 33 (100%) Low Risk
    Phoneme Segmentation Fluency
    0 AT Risk; 0 Some Risk; 33 (100%) Low Risk
    Nonsense Word Fluency
    0 AT Risk; 8 (24%) Some Risk; 25 (76%) Low Risk
    Oral Reading Fluency
    3 (9%) AT Risk; 11(33%) Some Risk; 19 (58%) Low Risk
    Second Grade
    34 students taking test
    Oral Reading Fluency
    9 (26.5%) AT Risk; 14 (41.2%) Some Risk; 11 (32.3%) Low Risk
    Third Grade
    27 students taking test
    Oral Reading Fluency
    3 (11%) AT Risk; 10 (37%) Some Risk; 14 (52%) Low Risk
    2010-2011 Dibels Report
    Kindergarten
    29 students taking test
    Letter Naming Fluency:
    2 (7%) AT Risk; 3(10%) Some Risk; 24(83%) Low Risk
    Phoneme Segmentation Fluency
    1 (4%) AT Risk; 3 (10%) Some Risk; 25 (86%) Low Risk
    Nonsense Word Fluency
    5 (17%)AT Risk; 1 (4%) Some Risk; 23 (79%) Low Risk
    First Grade
    26 students taking test
    Letter Naming Fluency:
    0 AT Risk; 2 (8%) Some Risk; 24 (92%) Low Risk
    Phoneme Segmentation Fluency
    0 AT Risk; 2 (8%) Some Risk; 24 (92%) Low Risk
    Nonsense Word Fluency
    2 (8%) AT Risk; 4 (15%) Some Risk; 20 (77%) Low Risk
    Oral Reading Fluency
    4 (16%) AT Risk; 7 (28%) Some Risk; 14 (56%) Low Risk
    Second Grade
    35 students taking test
    Oral Reading Fluency
    16 (46%) AT Risk; 6 (17%) Some Risk; 13 (37%) Low Risk
    Third Grade
    35 students taking test
    Oral Reading Fluency
    9 (26%) AT Risk; 10 (28%) Some Risk; 16 (46%) Low Risk
  5. The attendance rate for 2005 was 94.2%, and for 2006 it was 95.5%,2007 it was 94.6%, 2008 was 94.9%. 2009 was 95%%.
Goal All students will improve content and literary in open response reading; pracitical in multiple choice; and content, style, and mechanics in writing.
Benchmark At the end of 2010-11 school year, 68% of the combined population for literacy in grade 3 was proficient or above. By the end of 2011-2012 school year 85% of the combined population will be proficient or above. At the end of 2010-2011 school year 70% of the combined population for literacy in grade 4 was proficient or above. By the end of 2011-2012 school year 85% of the combined population will be proficient or above. At the end of 2010-2011 school year 75% of the combined population for literacy in grade 5 was proficient or above. By the end of 2011-2012 school year 85% of the combined population will be proficient or above. At the end of 2010-2011 school year 79% of the combined population for literacy in grade 6 was proficient or above. By the end of 2011-2012 school year 84% of the combined population will be proficient or above.
Intervention: Comprehensive Literacy Program
Scientific Based Research: Pinnel, Gay Su & Sountas, Irene, "Guided Readers & Writers", pub. 2001., Tompkins, Gayle., "Teaching Writing", pub. 2000., "An Evaluation of the Accelerated Reader Program in Grades 3-5 on Reading Vocabulary, Comprehension, and Attitude in an Urban Southeastern School District in Virginia", 1999., "Literacy for Teaching in Literacy Education", Rodgers & Pinnell, pub. 2002., Compass Learning "The School Effectiveness Report", 2002
Actions Person Responsible Timeline Resources Source of Funds
Teachers have been trained in the Accelerated Reader program, and purchase up-dated reading materials for grades 4 and 5,which helps build comprehension skills by encouraging students to read books and then take comprehension tests on a computer. Teachers will expand and implement into the everyday lessons the use of Accelerated Reader and send regular reports to parents on students standings and suggestions on how to be more involved in the students reading improvements. Students will take pre-tests to aid teachers in identifying the needs of students, allowing teachers to develop specific plans to enhance reading skills for identified students. Post-tests will then be administered to measure improvements. Schoolwide:Point in Time remediation, Needs Assessments, Parent Involvement.
Action Type: Alignment
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Kim Robertson Start: 07/01/2011
End: 06/30/2014
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Smart Board Technology Funds will be used as needed to expand the use of Smart Boards (including materials for updating) and computers in the classroom for literacy and other subjects. This will allow all classrooms in grades 1-6 to have the use of computers, Smart Boards and Document Cameras in lesson planning and presentation. All teachers will receive Technology Training and evaluation of success will be done through Class Room Walkthrough (CWT) and new teacher evaluation program by principals, program managers, and technology manager.
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Sue Phillips Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
ACTION BUDGET: $
(Even though this grant has passed the three year program, we support through ARRA Stimulus funds this Literacy Coach on part-time bases.) To ensure all teachers are trained to meet the needs of all students, Nevada Elementary has been awarded the 3-year, $262,200.00, Arkansas Reading First Grant. This grant provides for a K-3 Literacy Coach who along with the building administrator and K-3 staff to attend professional development conducted by ADE trained Literacy Coach. The K-3 Literacy Coach will provide professional development to K-3 teachers through modeling of lessons; weekly grade level meetings too work on alignment of literacy to state frameworks, and serving as resource person. Funds are provided for all materials and supplies needed for program. Dibels Assessments and the ITBS (IOWA) will be used to evaluate student performance, students reading on grade level by the end of third grade.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Rita Byers,Teacher Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
All teachers and Para-Professionals will be trained in the methods of Literacy Lab and the use of the Writers Workshop, that align with the Arkansas state frameworks. Literacy will be implemented with emphasis placed on Reading with Comprehension Instruction, Writing Instruction, Vocabulary Instruction, Word Study, and Assessment. The literacy Lab program will be evaluated for success by Dibels, DRA (Direct Reading Assessment), Flynn-Cooter Assessment, and CWT (Classroom Walk Through). This meets Schoolwide steps of: Schoolwide reform stratigies and Professional Development.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Latonya Pearson, Kindergarten Teacher Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Nevada Elementary will use extensive reinforcement, Point in Time Remediation for all students, not just those identified for AIP and IRI. Nevada Elementary will use Title I funds for .5 FTE and NSLA funds 4.5 FTE Para-professionals with the use of NSLA allowing this action to be an AIP action type. They and the elementary teachers will develop schedules that will be to the benefit of the students in mathematics as well as literacy and Science. Teachers will review needs of students through the use of AYP/Benchmark scores and determine how to use the extended time for Academic Improvement (AIP). AYP/Benchmark Scores, Target Test scores, and classroom assessments will determine success.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley/ Principal Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
Title I - Materials & Supplies: $18436.15
Title I - Employee Salaries: $6590.00
Title I - Employee Benefits: $1426.74
NSLA (State-281) - Employee Benefits: $16800.64
NSLA (State-281) - Employee Salaries: $59310.00
ACTION BUDGET: $102563.53
Literacy Priority Committee and Steering committee will meet through out the school year to evaluate and update ACSIP Plans. Benchmark and IOWA scores will be evaluated and AIPs will be developed from those results to assist students. This will meet schoolwide program of Needs Assessment.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley/Princpal Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Title I funds will be used to support counselor (.80 FTE)position to focus on Middle Levels, ensuring teachers are aligning curriculum with the Arkansas State Frameworks. This position exceeds state requirements. Emphasis will be placed on mathematics, Science, literacy, and professional development for teachers and parents.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Sandra Browning/Counselor Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
Title I - Employee Salaries: $46831.84
Title I - Employee Benefits: $11723.10
ACTION BUDGET: $58554.94
Nevada School District supports an early education through Head Start. Space, materials, and any appropriate professional development that regular classroom teachers attend, is made availiable to the Head Start Program. Head Start uses the Brigance measurements to see if students are prepared for school upon graduation for Head Start and Early Head Start Programs. We support the program because we appriciate the high quality service they provide in prparing students before they arrive in Kindergarten.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
 Ed Jones Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Community Leaders
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teaching Aids
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments, new teacher evaluations, Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Gifted and Talented program will encompass Literacy, Mathematics and Science interventions in K-6 enrichment. Using Blooms Taxonomy higher order thinking skills will be incorporated into all instruction. Students are assigned specific periods to meet with GT Teacher according to state mandates. GT Teacher in conjunction with regular classroom teacher develops lesson plans to re-enforce concerns with the Benchmark Exam results. Parents are notified about GT Programs and invited to visit with GT Teacher, observe in classrooms, and provide input on program. Parental involvement is monitored by surveys developed and sent to parents each spring. Results are included in the annual report to the public and the Arkansas Department of Education. GT Teacher will attend AGATE Conference each year and will share information, along with Gifted and Talented Handbook information, with parents and teachers on up-dates.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
 Kay Daniel, GT Coordinator Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Student Assessments: Nevada will work through the Southwest Educational Cooperative (SWEC) a Target Assessment program. Teachers will use results of Target test to refine learning for students in the classroom. Principal and testing coordinator will review results and develop suggestions for implementation and changes in the testing programs. Due to High School being identified as SW Year 3 School Improvement, the school will work with the Arkansas Department of Education under the Smart Accountability program to improve Math and Literacy programs. Southwest Educational Cooperative will evaluate target testing materials, review with testing coordinator and math and literacy teachers. SWEC has agreed that they will conduct the coaching model for literacy and math teachers each month at the high school and each two months at the elementary level. The Literacy and Math Specialist from the educational cooperative, through assignment by the co-op director, will meet these modeling assignments. Principal and Federal Coordinator will attend CWT Training to evaluate the success of the Smart Accountability programs.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Sandra Browning, Test Coordinator Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $161118.47
Intervention: Curriculum Alignment/Total Instructional Alignment
Scientific Based Research: Jacobs, Heidi H., Mapping; The Big Picture, An Intergrated K-12 Curriculum.,"The Report of the National Reading Panel", Donald L. Langenberg, Ph.D., "The School Effectiveness Report" 2002.,Reeves, Doug Making Standards Work pub. 1996. Carter, L. (2007). Total Instructional Alignment: From Standards to Student Success. Bloomington, IN: Solution Tree.
Actions Person Responsible Timeline Resources Source of Funds
Teachers will meet regularly to evaluate the ACSIP process, review test scores to adapt AIP's and IRI's for students. Teachers have been trained in mapping and alignment through the Southwest Cooperative, so teachers can and will also determine most effective strategies for classrooms using released items, share with parents these strategies, use the released items and test scores to ensure mathematics and literacy curriculums are aligned with the Arkansas State Frameworks.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Sandra Browning/Counselor Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
All students will participate in systematic and explicit word study/spelling instruction. This includes “Teachers will participate in Comprehensive Literacy” training such as ELLA, Effective Literacy, Literacy Lab or Mid-Level Literacy Model to learn about Word Study/Spelling. Teachers will also participate in study groups to fully utilize the text, Word Journeys (2000).
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Action Type: Title I Schoolwide
 Lou Hilliard, 1st Grade Teacher Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
All students will participate in systematic and explicit word study/spelling instruction. This includes teacher explanation and modeling of all word study/spelling skills, followed by guided practice and independent practice. Additional practice may be integrated in literacy centers or as homework. Students will be screened with the Developmental Spelling Analysis (DSA) for placement of instruction and the DSA will be used as an end-of-year outcome assessment. Word study/spelling progress will be monitored with a weekly spelling assessment. Word study/spelling will be aligned with the ELA Framework Standard 11.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Action Type: Title I Schoolwide
 Kim Robertson, 4th Grade Teacher Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Pacing guides will be in place to identify benchmarks at each nine weeks for grades k-6. Each grade level will provide explicit instruction in word study/spelling according to the pacing guide.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Kim Roberson, 4th Grade Teacher Start: 07/01/2010
End: 06/30/2015
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Teachers will use COMPASS Lab to re-enforce literay and mathematics skill in grades K-6. Title I funds will be used to update Lab materials, smart boards for grades 1 and 2,and computers. Lab will be evaluated through Pre and Post exams of students plus a regularly printed progress report.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
 Carrie Bowie, 3rd Grade Teacher Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • School Library
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Evaluation of the word study/spelling program will be based on the progress made in mechanics and writing on the CRT and DSA assessments. The instructional leader will monitor the level of implementation in classrooms according to the observation protocol and/or Classroom Walk-Thru. The instructional leader will confer with the teacher to discuss the level of implementation. Students identified on the DSA or class assessments as not meeting proficiency will receive additional word study/spelling instruction in small groups.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley, Principal Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
In conjunction with Southwest Educational Cooperative and all the schools of the cooperative, Nevada School has sent administrators, teachers and math/literacy specialists for training in Total Instructional Alignment (TIA). The main purposes of TIA is to ensure that all schools in the cooperative area are teaching aligned standards during the same 9 weeks, semester, and student year by grade levels, Alignment of the System, Alignment of Standards, Curriculum, and Assessments, and Alignment of Instructional practices in the classroom.. Training was conducted after the educational cooperative from northwest Arkansas went through the alignment process of aligning all subject areas with the assistance of Lisa Carter, Ed.S. Teachers from Nevada elementary and high school attended trainings and brought that expertise back to our teachers. During the summer session weeklong workshops were conducted with all math and literacy teachers (K-12) to ensure vertical and horizontal alignment for K-12 at Nevada as well as other schools in our educational region. We also included related arts areas to assist in the Teaching Across Curriculum. Teachers in grades K-12 developed lessons plans in math and literacy, as well as Pacing Guides to ensure a standards based curriculum was consistent within our schools and with the schools in our region. Nevada Schools opted to start alignment with math and literacy and will expand into other curriculum areas in the summer before the 2009-2010 school year. Progress of the TIA program will be measured through class room walkthrough to ensure teachers are following Pacing Guides, Target Testing, classroom assessments, and Benchmark assessments to ensure alignment has met the needs of teaching standards at the proper levels. The Pacing Guides and Alignment process will be annually visited and changes made as required.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Frank Bradley/Principal Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Teachers met and worked on the ACSIP plan at this summer’s Teachers Institute. Data from Benchmark and IOWA exams were evaluated and teachers developed the following items for them and their students to work on this year in Literacy. From Kindergarten to 6th grade classes, they are: * Develop reading passages and questions for students to answer after students are in books. *Conduct reading of classroom journals and stories from the “Daily Read Aloud”. * Students will write in classroom journals and teacher will check them daily. *Teachers will give weekly assignments over words that have been taught and decoded. *Incorporate more informational and practical text and model with students how to incorporate information into their writing. After modeling will have students write independently to ensure learning. *Allow students more time to explore grammar, such as verbs, nouns and pronouns and focus these mechanics into their writing. *Read with students more non-fiction passages with open response questioning of the passages. *Conduct daily discussion on correct sentence grammar, use sentence practices on correct grammar and how to recognize and correct mistakes. * Students will write daily across the curriculum, respond to open response questions during guided reading, review and evaluate benchmark released items that deal with Practical Passages, develop and use exemplars to encourage proficient and advanced student work. *Use exemplar writing samples dealing with grammar, punctuation and mechanics of writing. “The Buckle Down Books” will be a tool we will use to help students have an understanding of the writing domains. *To address Open Response Reading/Practical Passage we will provide mini lessons for students on reading comprehension strategies, focusing on predictions and inferences. *Teach students in their reading assignments how to reach conclusions that require interpretations and inference, encouraging them to go beyond the text reading responses by requiring them to support ideas from the read information. *Using personal journals we will model writing activities using daily exercises (Bell Ringers) and encourage peer feedback from these writings. These daily writing exercises will be used to introduce and practice new writing skills.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Rita Byers, 3rd Grade Teacher Start: 07/19/2011
End: 07/20/2014
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Parent Involvement
Scientific Based Research: Family Math Night Epstein, Joyce L. "School, Family and Community Partnerships", 2002.
Actions Person Responsible Timeline Resources Source of Funds
Sandra Browning, Counselor, is the Parent Facilitator for both the Elementary and High School. Title I funds will be used to support the position of K-12 Parent Center Coordinator (1. FTE). Materials will be supplied through NSLA and Title I funds to the center that will be available for parents to check out that will promote responsible parenting, and for Facilitator and Coordinator to use at parents meetings. These materials will exceed the requirements of ACT 603. Family Kits will be distributed to parents of all students.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
 Sandra Browning/Parent Facilitator Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Community Leaders
  • Outside Consultants
  • Teachers
  • Teaching Aids
  • Title Teachers
Title I - Materials & Supplies: $1500.00
Title I - Employee Salaries: $14740.00
Title I - Employee Benefits: $5171.21
ACTION BUDGET: $21411.21
NSLA funds will be used in Grades K-6 to purchase communication folders for students, teachers and parents to use in keeping parents aware of students progress. Materials in the Information Packet will also be included on ways parents can support their students in inproving academic skills. These materials and actions will exceed the requirements of ACT 307. The folders will be evaluated for effectiveness during parent conferences with a short survey. Schoolwide program: Parents involvement with students academics.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley/Principal Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Parents Compact has been developed and will be signed by all Parents/Teachers/Students: Parent/Teacher/Student Compact Nevada Elementary School 2009-2010. It is our belief that student performance will improve as a result of our cooperative efforts to support this agreement. This is a three-way partnership with a specific goal in mind. It is imperative that each person assumes his or her responsibilities. As a Nevada Students Parent/Care Giver, I pledge to: · Maintain and foster high standards of academic achievement and positive behavior. · Find out how my child is doing by attending conferences, looking at my child’s schoolwork, or calling the school. · Spend time each day with my child reading, writing, listening, or just talking. · Respect, love, and encourage my child’s growth and ideas. · Help my child to resolve conflicts in positive, non-violent ways. _______________________________________ Parent/Care Giver signature _______________________________________________________ As a Nevada School staff member, I pledge to: · Maintain and foster high standards of academic achievement and positive behavior. · Respectfully and accurately inform parents of their child’s progress. · Have high expectations for myself, students, and other staff. · Respect the differences of students, their families, and other staff. · Help children to resolve conflicts in positive, non-violent ways. _________________________________________________ Staff signature ___________________________________________________________ As a Nevada School student, I pledge to: · Work hard to do my best in class and complete my homework. · Talk to my parents about what I am learning at school. · Have a positive attitude towards myself, others, school, and learning. · Respect the differences of other students, their families, and staff. · Work to resolve conflicts in positive, non-violent ways. _____________________________________ Student signature
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley/Principal Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Nevada Schools will meet and exceed all components of ACT 307 (Parent Involvement Family Nights, Parent/ Teacher Conferences, etc): A report will be given on the "state of the school" and an overview of what students are learning; how students will be assessed; what parents should expect for their child's education; and how parents can assist and make a difference. Families will be invited to Literacy and Mathematics activities' night and be given literacy/mathematics Information Packets containing tips for how parents can foster their child's success and the process for resolving conflict as stated in school handbook. Teachers and paraprofessionals will attend in-service to prepare literacy family kits for parents. Parents will be engaged in other activities that promote responsible parenting. Compile a volunteer resource book listing the interests and availability of volunteers for school staff member's use including parent survey.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Sandra Browning/Parent Facilitator Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
In compliance with ACT 307 of 2007, Nevada Elementary School will, with collaboration of parents, develop a parent involvement plan that includes practices that enhance the needs of our students and their families. The parent committee will ensure that all polices are parent friendly and establish guidelines for parents to visit the schools. *Establish a grade appropriate family kit for all students/parents. This includes a Parent/Teacher/Student compact that is signed by all parties establishing a mutual learning atmosphere for all involved. *The school will involve parents in the program by establishing a two communication with parents. In grades K-6 agenda books are given to all students. Teachers will write daily remarks to parents and request parents respond each day with concerns. *Information of when and where all parent conferences, Math, Science, and Literacy Family Nights will be conducted, Kindergarten Parent night with emphasis on curriculum for students, “Grandparents as Parent” Night, and Grandparent Day will be held. The school established Mrs. Sandra Browning as the Parent Facilitator for both schools in our district. The schools have established a Parent Center, with full time Parent Coordinator, to conduct parent nights and seminars with intent of aiding parents in the educational process if the students, develop and purchase materials for parents to check out to assist with responsible parenting skills, and assist in the students learning process. The parent center coordinator will establish and conduct a survey with parents establishing how parents can volunteer in the school, share these results with teachers, and use these parents as often as they are able to participate.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
Action Type: Title I Schoolwide
 Sandra Browning, Parent Facilitator Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Each year the district shall renew and update the district's parental engagement plan and file a copy of the plan with the Arkansas Department of Education as per Act 307 of 2007 and evaluate through surveys and parent involvement rosters.
Action Type: Parental Engagement
Action Type: Program Evaluation
 Sandra Browning, Parent Involvement Facilitator Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $21411.21
Intervention: Student Intervention Team
Scientific Based Research: "School Based Intervention Team" by Jim Wright, 1994
Actions Person Responsible Timeline Resources Source of Funds
The district will form a pre-referral or Student Intervention Team (SIT) to make recommendations for students who are at risk for special education referrals.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The district will review the special education program and the process for referring students and revise as necessary. Schools will monitor progress through Target Assessments given 4 times per year, annual Benchmark results, IOWA, classroom based assessments and student grades will be reviewed each 9 weeks. This will ensure growth and fewer Special Education Referrals.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
 Mary Beth Cross, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Special Education teacher and Para Professional will be supported to provide Interventions of special education students in grades K-3. Training will be conducted on best practices for the students. Parents will be informed of requirement of their students’ participation in this Intervention.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2011
End: 06/30/2014
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams, evaluations of response to interventions through Diebles testing, Intervention Teachers and Leadership Team meetings.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2011
End: 06/30/2014
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Benchmark Phonics Correlational studies have identified phonemic awareness and letter knowledge as the two best school entry predictors of how well children will learn to read during the first two years of instruction
Scientific Based Research: Share, Horm, Maclean & Matthews, 1984). Intensive, systematic, phonics intstruction in the early grades has a direct impact on student acquisition of early reading skills (Harris & Hodges, 1995).
Actions Person Responsible Timeline Resources Source of Funds
Kindergarten and 1st grade teachers will spend approximately 30 minutes per day on intensive systematic phonics instruction. Students will receive additional instruction when necessitated by DIBELS assessments. The end results will be for students to be proficient on annual Benchmark Exams and IOWA Testing.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Kindergarten and 1st grade teachers will use DIBELS assessments during and progress monitoring, each 2 to 9 weeks, to identify students who are at risk for reading failure. Comprehensive Literacy strategies will be implemented and progress monitoring will them be used to ensure students growth level.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Frank Bradley, Principal Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The district will review the systematic phonics instruction and revise as necessary.
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
 Mary Beth Cross, LEA Supervisor Start: 07/01/2010
End: 06/30/2015		  
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2010
End: 06/30/2011
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Small Group Interventions
Scientific Based Research: What Research Has to Say About Reading Instruction" (Farstrup & Samuels, 2002) Chapter 4 "The Importance of Effective Early Intervention by Strickland"
Actions Person Responsible Timeline Resources Source of Funds
Mrs. Bryant will meet twice a week for 30 minutes with all K-3 students identified as "at risk" for early reading failure by DIBELS assessments. She will provide intensive instruction in phonics, phonemic awareness, reading comprehension, vocabulary and fluency.
Action Type: Alignment
Action Type: Equity
Action Type: Special Education
 Charolette Bryant Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The district will review its procedures for providing interventions for "at-risk" students and revise as necessary.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Sandra Browning, LEA Supervisor Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Priority 2: To improve Mathematics skills.
Supporting Data:
  1. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-3rd Grade Mathematics Exam
    Report Created: August 25, 2011
    2009-# Tested &Percent of Students Scoring Proficient/Advanced:
    29 Students: 97% of Combined Students
    14 Students: 92% of African American Students
    15 Students: 100% of Caucasian Students
    23 Students: 95 % of Econ. Disadvantaged Students
    4 Students: 75% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    27 Students: 92% of Combined Students
    6 Students: 83% of African American Students
    18 Students: 94% of Caucasian Students
    25 Students: 92% of Econ. Disadvantaged Students
    2 Students: 50.0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    35 Students: 92% of Combined Students
    13 Students: 84% of African American Students
    21 Students: 95% of Caucasian Students
    24 Students: 87% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Data Analysis and Probability, Multiple Choice-Measurement.
    The lowest identified areas for African Americans were Open Response-Data Analysis and Probability, Multiple Choice-Measurement.
    The lowest identified areas for Caucasian were Open Response-Data Analysis and Probability, Multiple Choice-Measurement.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Data Analysis and Probability, Multiple Choice-Measurement.
  2. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-4th Grade Mathematics Exam
    Report Created: August 25, 2011
    2009-# Tested &Percent of Students Scoring Proficient/Advanced:
    36 Students: 75% of Combined Students
    15 Students: 73% of African American Students
    21 Students: 77% of Caucasian Students
    30 Students: 77% of Econ. Disadvantaged Students
    2 Students: 100% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    33 Students: 94% of Combined Students
    13 Students: 93% of African American Students
    16 Students: 95% of Caucasian Students
    22 Students: 92% of Econ. Disadvantaged Students
    2 Students: 50% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    30 Students: 90% of Combined Students
    10 Students: 80% of African American Students
    18 Students: 95% of Caucasian Students
    25 Students: 88% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Numbers and Operations. Multiple Choice-Algebra.
    The lowest identified areas for African Americans were Open Response-Numbers and Operations. Multiple Choice- Algebra.
    The lowest identified areas for Caucasian were Open Response-Numbers and Operations. Multiple Choice- Algebra.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Numbers and Operations. Multiple Choice- Algebra.
  3. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-5th Grade Mathematics Exam
    Report Created: August 25, 2011
    2009-# Tested &Percent of Students Scoring Proficient/Advanced:
    30 Students: 60% of Combined Students
    12 Students: 42% of African American Students
    18 Students: 66% of Caucasian Students
    23 Students: 61% of Econ. Disadvantaged Students
    5 Students: 0% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    35 Students: 83% of Combined Students
    14 Students: 79% of African American Students
    19 Students: 89% of Caucasian Students
    22 Students: 82% of Econ. Disadvantaged Students
    2 Students: 50.0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    36 Students: 92% of Combined Students
    16 Students: 82% of African American Students
    19 Students: 100% of Caucasian Students
    30 Students: 90% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Measurement and Data Analysis and Probability. In Multiple Choice-Algebra.
    The lowest identified areas for African Americans were Open Response-Measurement and Data Analysis and Probability. In Multiple Choice-Algebra.
    The lowest identified areas for Caucasian were Open Response-Measurement and Data Analysis and Probability. In Multiple Choice-Algebra.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Measurement and Data Analysis and Probability. In Multiple Choice-Algebra.
  4. ACSIP CRT Data Source for NEVADA ELEMENTARY SCHOOL
    Benchmark-6th Grade Mathematics Exam
    Report Created: August 25, 2011
    2009-# Tested &Percent of Students Scoring Proficient/Advanced:
    28 Students: 82% of Combined Students
    8 Students: 76% of African American Students
    20 Students: 85% of Caucasian Students
    19 Students: 79% of Econ. Disadvantaged Students
    3 Students: 66% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    28 Students: 68% of Combined Students
    9 Students: 44% of African American Students
    15 Students: 80% of Caucasian Students
    24 Students: 66% of Econ. Disadvantaged Students
    5 Students: 20% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    29 Students: 90% of Combined Students
    12 Students: 75% of African American Students
    17 Students: 100% of Caucasian Students
    24 Students: 87% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Measurement and Numbers and Operations. Multiple Choice-Numbers and Operations.
    The lowest identified areas for African Americans were Open Response-Measurement and Numbers and Operations. Multiple Choice-Numbers and Operations.
    The lowest identified areas for Caucasian were Open Response-Measurement and Numbers and Operations. Multiple Choice-Numbers and Operations.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Measurement and Numbers and Operations. Multiple Choice-Numbers and Operations.
  5. The attendance rate for 2005 was 94.2%, for 2006 was 95.5%,2007 was 94.6%, for 2008 was 94.9% for 2009 was 95% for 2010 was ____.
Goal All students will improve number sense, properties and operations (NPO), geometry, and measurement in open response; and NPO, geometry, measurement, and patterns, algebra and functions (PAF) in multiple choice.
Benchmark At the end of 2010-2011 school year, 92% of the combined population for math in grade 3 was proficient or above. By the end of 2011-2012 school year 85% of the combined population will be proficient or above. At the end of 2010-2011 school year, 90% of the combined population for math in grade 4 was proficient or above. By the end of 2011-2012 school year 85% of the combined population will be proficient or above. At the end of 2010-2011 school year, 92% of the combined population for math in grade 5 was proficient or above. By the end of 2011-2012 school year 85% of the combined population will be proficient or above. At the end of 2010-2011 school year, 90% of the combined population for math in grade 6 was proficient or above. By the end of 2011-2012 school year 82% of the combined population will be proficient or above.
Intervention: Standards Based Mathematics Program.
Scientific Based Research: The Investigations of Curricula and Children’s Understanding of Whole Number Operations, What Research Says About Reform of Math Curricula, 2000. Laughbaum, Edward, Hand Held Technology in Mathematics and Science Education, 2000. Children’s Mathematics-Cognitively Guided Instruction (Carpenter, FENNEMA, Franke, Levi, and Empson, 1999), Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School (Carpenter, Franke, and Levi, 2003)
Actions Person Responsible Timeline Resources Source of Funds
A Mathematics Coach for grades K-6 will be utilized and supported through Title I Stimilus funding. The Math Coach will be responsible for professional development of teachers through model lessons, use of technology/smart boards, grade level meetings to align Mathematics with State Frameworks through mapping and reviewing test results annually, and resource support for all elementary teachers after receiving training through the educational cooperative and ADE. Funds will be provided for professional development materials and supplies and for one Smart Board to be placed in Professional Development/GT Room. Success of the program will be measured through IOWA and Benchmark scores, pre-post test in mathematics, and point in time interventions with students. This action meets Schoolwide programs of Point in Time, Instruction by Highly Qualified Teachers, and needs assessments.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Sherry Moore, Math Coach Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Teachers in grades 6 have been trained in the principles of the Connected Math Project (CMP) and will implement the practices into the classroom lessons. Teachers will continue with professional development updates and alignment of curriculum with the Arkansas State Frameworks through the Southwest Educational Cooperative Math Specialist. Calculators will be introduced into lesson plans for grades K-6 including Special Education Resource, and funded through Title I so students will have access to classroom sets of calculators for daily lessons and testing. The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams. This action meets requirements of school wide programs: Needs Assessments & professional Development.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Tiffany Moore Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Nevada Elementary has extended the day by 30 minutes to include extensive reinforcement, Point in Time Remediation for all students, not just those identified for AIP. Teachers will review needs of students through the use of AYP/Benchmark scores and determine how to use the extended time for Academic Improvement (AIP). Title I funds will be used for extended tutoring for identified students in Literacy and Mathematics. Success will be determined by AYP/Benchmark Scores, removal from AIP Status, and improved classroom scores on pre and post exams.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley/Principal Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Cognitively Guided Instruction: Numbers, Operations, and Algebra in Grades K-3. Teachers in grades K-3 have attended professional development at the Southwest Educational Cooperative and will implement these practices into the classrooms. Teachers in Kindergarten will attend 2 extra days of training in the 2011-2012 school years to update skills. Emphasis will be placed on aligning common core to the state frameworks, word problems, number sentences, and concepts of numbers, operations and early algebra. Program will be evaluated through CWT from administrators, Math Coach, and IOWA and Benchmark test scores. Schoolwide Programs of Professional Development and Needs Assessments will be met.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Sheri Moore/Math Coach Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Mathematics Priority Committee and Steering committee will meet through out the school year to evaluate and update ACSIP Plans. Benchmark and IOWA scores will be evaluated and AIPs will be developed from those results to assist students. This will meet schoolwide program of Needs Assessment and including teachers in decisions.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Frank Bradley/Principal Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Acellus is an interactive mathematics-learning tool that allows students to master mathematics skills using brief video lessons. Through the students’ responses, they are allowed to move on to another skill level or to review thorough the use of more instruction and an examination. Acellus gathers data through the lesson process and adapts a learning program directed to each students needs. Acellus is also a tool that can be used by students at their home, thus is used for Tutoring and Home based assignments for students. Acellus will be used at the 5th-12 grade levels. Since the program allows the students to work at their own pace, it is adaptable for Special education through GT programs. One of our focuses this year is to add the Calculus Math program. The program is workable wherever a student has Internet access and has their password. We are expanding the COMPASS, High School Computer, and Media Center Labs to accommodate student use. Math teachers will monitor student progress by keeping a record of each lecture the student has watched, each math problem completed, each answer entered that was correct or incorrect, and classroom assessments. These records identify areas of difficulty for each student allowing teachers to modify lessons for the student.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Sheri Moore, Math Coach Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Our Mathematics Coach attended through collaboration with the Arkansas Department of Education (ADE) and The Benjamin Banneker Association, Inc., a national non-profit organization dedicated to the advocacy of high quality mathematics for African-American students the 2008 Conference on the Mathematics Teaching, Learning, and Research of African-American Students. The 2008 Conference on the Mathematics Teaching, Learning, and Research of African-American Students was held November 13-14, 2008, at the Little Rock Hilton Hotel in Little Rock, Arkansas. This conference is a national forum, bringing together teachers, researchers, and mathematicians from across the United States, to share expertise in the research, theory, and practice that supports mathematics excellence in African-American students. The Mathematics Coach attended and brought information back to Mathematics teachers in grades K-12 who serve African-American students. We will use this information to assist our African American students in closing the achievement gap between sub-populations as well as addressing the needs of the sub-population that was identified as in need and placed us in School Improvement. Assessment of this action will be conducted through pre and post exams, improvement of classroom assessments, improved benchmark scores, and Classroom Walkthroughs (CWT) visits by administrators.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
 Sheri Moore, Math Coach Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Student Assessments: Nevada will work through the Southwest Educational Cooperative a Target Assessment program. Teachers will use results of Target test to refine learning for students in the classroom. Dibels Assessments will be conducted in Grades K-3 each year to measure growth of students. Principal and testing coordinator will review results and develop suggestions for implementation and changes in the testing programs. Student Assessments: Nevada will work through the Southwest Educational Cooperative (SWEC) a Target Assessment program. Teachers will use results of Target test to refine learning for students in the classroom. Principal and testing coordinator will review results and develop suggestions for implementation and changes in the testing programs. Due to High School being identified as SW Year 3 School Improvement, the school will work with the Arkansas Department of Education under the Smart Accountability program to improve Math and Literacy programs. Southwest Educational Cooperative will evaluate target testing materials, review with testing coordinator and math and literacy teachers. SWEC has agreed that they will conduct the coaching model for literacy and math teachers each month at the high school and each two months at the elementary level. The Literacy and Math Specialist from the educational cooperative, through assignment by the co-op director, will meet these modeling assignments. Principal and Federal Coordinator will attend CWT Training to evaluate the success of the Smart Accountability programs.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide
 Sandra Browning, Test Coordinator Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
PREPME is an adaptive learning technology program that allows each student a personalized learning plan. It provides ACT training programs from “The Real ACT Prep Guide”, core curriculum for younger students, SAT programs and PSAT curriculum from the “Official SAT Study Guide.” This program is a joint venture with the University of Arkansas Community College at Hope (UACCH) where they pay half and we pay half of the program ($500 each). The program will be used in many ways, preparing for ACT, Tutoring of students in their homes as well as school, AIP programs, and pace programs for special education students.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Sheri Moore, Math Coach Start: 09/10/2011
End: 08/30/2012
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Curriculum Alignment/ Total Instructional Alignment
Scientific Based Research: Jacobs, Heidi H., Mapping; The Big Picture, An Intergrated K-12 Curriculum., Krueger, Alice & Sutton, John What We Know about Mathematics, Teaching and Learning, 2002., "Curriculum and Evaluation Standards for School Mathematics", 1989. Carter, L. (2007). Total Instructional Alignment: From Standards to Student Success. Bloomington, IN: Solution Tree.
Actions Person Responsible Timeline Resources Source of Funds
Teachers will meet regularly to evaluate the ACSIP process, review test scores to adapt AIP's for students, and up-date and pass their Professional Learning Community (PLC) folders to next level teacher. Teachers have been trained in mapping and alignment through the Southwest Cooperative, so teachers can and will also determine most effective strategies for classrooms using released items, share with parents these strategies, use the released items and test scores to ensure mathematics and literacy curriculums are aligned with the Arkansas State Frameworks.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Sandra Browning/Counselor Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Summer Mathematics Workshop was conducted for school year 2011-2012. All math teachers and related subject areas (grades 1-12)that conduct math lesson plans attended the 4 day work shop. Emphasis was placed on lesson planning for the up-coming year, working with new pacing guides, use of technology in the classroom, developing common mathematics vocabulary for all grade levels, and developing a vertical and horizontal guide that aligns with the Arkansas Department of Education frameworks. This is a continuing workshop that teachers will meet regularly throughout the school year and next summer. Teachers met and worked on the ACSIP plan at 2001-2012 summer’s Teachers Institute. Data from Benchmark and IOWA exams were evaluated and teachers developed the following items for them and their students to work on this year in Literacy. From Kindergarten to 6th grade classes, they are: *Students will use Buckle Down math practice books to review skills concentrating on identified weak areas. *Administer weekly open response activities that will carry over into class work, homework and exams. * To address Analysis and Probability weakness we will model and teach graphing, have students develop their own graphs and develop open response probability questions. *To address Measurement weakness we will develop open response questions about tools of measurement, have student’s measure different classroom items, and teach students to use manipulative tools for measurement. * Evaluate benchmark released items to use as patterns for open response questioning pertaining to Data Analysis, Probability, and Measurement. Use this as weekly practices to be evaluated by teacher and student. * To address weakness in Number, Operation, and Data we will use double blocking and take home activities to put a great emphasis on place value to help develop a deep understanding of math. *Reinforce isolated math skills along with those in context by using teacher made open response items and benchmark released items, ensuring students understand benchmark formats in Open Response and Multi-Choice. *Use Buckle Down Books to create more hands on projects like graphing and time test on ACTAAP formats. *Model time management and elimination skill valuable for test taking skills in open response and multiple choice questions. Focus on mathematics vocabulary to ensure all students have the same understanding of math terms. *Teach and use rubrics, as well as real life uses for measurements, so students can self assess open response questions. On self assessments have students use time for writing the responses to the open response questions. Improved standardized test, completed pacing guides that are followed and monitored through Class Room Walk-throughs (CWT), and classroom scores will measure success.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Sheri Moore, Math Coach Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Computers
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
In conjunction with Southwest Educational Cooperative and all the schools of the cooperative, Nevada School has sent administrators, teachers and math/literacy specialists for training in Total Instructional Alignment (TIA). The main purposes of TIA is to ensure that all schools in the cooperative area are teaching aligned standards during the same 9 weeks, semester, and student year by grade levels, Alignment of the System, Alignment of Standards, Curriculum, and Assessments, and Alignment of Instructional practices in the classroom.. Training was conducted after the educational cooperative from northwest Arkansas went through the alignment process of aligning all subject areas with the assistance of Lisa Carter, Ed.S. Teachers from Nevada elementary and high school attended trainings and brought that expertise back to our teachers. During the summer session weeklong workshops were conducted with all math and literacy teachers (K-12) to ensure vertical and horizontal alignment for K-12 at Nevada as well as other schools in our educational region. We also included related arts areas to assist in the Teaching Across Curriculum. Teachers in grades K-12 developed lessons plans in math and literacy, as well as Pacing Guides to ensure a standards based curriculum was consistent within our schools and with the schools in our region. Nevada Schools opted to start alignment with math and literacy and will expand into other curriculum areas in the summer before the 2009-2010 school year. Progress of the TIA program will be measured through class room walkthrough to ensure teachers are following Pacing Guides, Target Testing, classroom assessments, and Benchmark assessments to ensure alignment has met the needs of teaching standards at the proper levels. The Pacing Guides and Alignment process will be annually visited and changes made as required. Funds will also be used to support IMPAC/Compass Lab teacher. Lab will focus on Literacy Skills, instruction and professional development that will aid teachers of all grade levels with implementing technology procedures of IMPAC into lesson plans. Administrators will assess programs through pre-post tests, IOWA and Benchmark scores, and CWT.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Frank Bradley/Principal Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Parent Involvement
Scientific Based Research: Family Math Night Epstein, Joyce L. "School, Family and Community Partnerships", 2002. Math Consultants/National Council of Teachers of Mathematics "Principles and Standards for School Mathematics", 2000.
Actions Person Responsible Timeline Resources Source of Funds
Nevada Schools will meet and exceed all components of Act 307 of 2007(Family Nights, Parent/ Teacher Conferences, etc): A report will be given on the state of the school and an overview of what students are learning; how students will be assessed; what parents should expect for their child's education; and how parents can assist and make a difference. Families will be invited to Literacy and Mathematics activities' night and be given literacy/mathematics family kits containing tips for how parents can foster their child's success. Teachers and paraprofessionals will attend in-service to prepare literacy family kits for parents. Parents will be engaged in other activities that promote responsible parenting. Compile a volunteer resource book listing the interests and availability of volunteers for school staff member's use including parent survey.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
 Sandra Browning/Parent Facilitator Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Sandra Browning, Counselor, is the Parent Facilitator for both the Elementary and High School. NSLA and Title I funds will be used to support the position of K-12 Parent Center Coordinator. Materials will be supplied through NSLA funds to the center that will be available for parents to check out that will promote responsible parenting, and for Facilitator (1 FTE) and Coordinator to use at parents meetings. These materials will exceed the requirements of ACT 307. Information Packets will be distributed to parents of all students. In compliance with ACT 307 of 2007, Nevada Elementary School will, with collaboration of parents, develop a parent involvement plan that includes practices that enhance the needs of our students and their families. The parent committee will ensure that all polices are parent friendly and establish guidelines for parents to visit the schools. *Establish a grade appropriate family kit for all students/parents. This includes a Parent/Teacher/Student compact that is signed by all parties establishing a mutual learning atmosphere for all involved. *The school will involve parents in the program by establishing a two communication with parents. In grades K-6 agenda books are given to all students. Teachers will write daily remarks to parents and request parents respond each day with concerns. *Information of when and where all parent conferences, Math, Science, and Literacy Family Nights will be conducted, Kindergarten Parent night with emphasis on curriculum for students, “Grandparents as Parent” Night, and Grandparent Day will be held. The school established Mrs. Sandra Browning as the Parent Facilitator for both schools in our district. The schools have established a Parent Center, with full time Parent Coordinator, to conduct parent nights and seminars with intent of aiding parents in the educational process if the students, develop and purchase materials for parents to check out to assist with responsible parenting skills, and assist in the students learning process. The parent center coordinator will establish and conduct a survey with parents establishing how parents can volunteer in the school, share these results with teachers, and use these parents as often as they are able to participate.
Action Type: Collaboration
Action Type: Parental Engagement
 Sandra Browning/Parent Facilitator Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Each year the district shall renew and update the district's parental engagement plan and file a copy of the plan with the Arkansas Department of Education as per Act 307 of 2007 and evaluate through surveys and parent involvement rosters.
Action Type: Program Evaluation
 Sandra Browning, Parent Involvement Faciitator Start: 07/01/2011
End: 06/30/2014
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Pathwise Mentoring for Novice Teachers
Scientific Based Research: Love,F.L. & Rowland, S.T., Fall 1999. "The ABC's of Mentoring beginning Teachers", Dimensions of Early Childhood, 27 (4).
Actions Person Responsible Timeline Resources Source of Funds
To ensure all new teachers have an opportunity to succeed in the educational field, novice teachers will be assigned a master teacher to work with for the 1st year of their teaching experience. This mentor will meet with the new teacher at least 2 hours each two weeks and help transition them into the classroom. Teachers going through the Alternative Licensure Program will be assigned a mentor for two years. Observations and the Praxis III exam will be a measure of the success of the mentoring program.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
Action Type: Title I Schoolwide
 Ed Jones, Pathwise Director Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Total Budget: $0
Priority 4: Wellness
Supporting Data:
  1. In 2008-2009, 79 students (44 male and 35 female) were tested on BMI at Nevada Elementary School. Approximately 20.5% of the male students and 14.3% of the female students were identified as being overweight. Approximately, 29.5 of the male students and 25.7% of the female students were identified as being obese.
  2. In 2010-2011, 126 students (64 male and 62 female) were tested on BMI at Nevada Elementary School. 57% of Males tested were Healthy or Underweight. 58% of Females tested were Healthy or Underweight. Approximately 20% of all children measured were in the overweight category. Approximately 21% of all children measured were identified as obese.
  3. In 2004-2005, 175 students (96 male and 79 female) were tested on BMI at Nevada ElementarySchool. Approximately 14.9% of all children were in the risk of overweight category. Approximately 21.9% of all children were identified as overweight.
  4. In 2005-2006, 126 students (66 male and 60 female) were tested on BMI at Nevada Elementary School. Approximately 14% of all children were in the risk of overweight category. Approximately 11.9% of all children were identified as overweight. In 2006-2007, 173 students (97 male and 76 female) were tested on BMI at Nevada Elementary School. Approximately 16.2% of all children were in the risk of overweight category. Approximately 24.9% of all children were identified as overweight.
  5. This is your scorecard for the questions you completed in Module 1 School Year 2006-2007 Fully in place Partially in place Under development Not in place Does not apply 1. Representative school health committee (CC.1) 3 2. Written school health and safety policies (CC.2) 3 3. Communicate school health and safety policies to students, parents, staff, and visitors (CC.3) 3 4. Connectedness to school (CC.4) 3 5. Overcome barriers to learning (CC.5) 3 6. Enrichment experiences (CC.6) 3 7. Prohibit using food as reward or punishment (N.1) 3 8. Fundraising efforts supportive of healthy eating (N.2) 3 9. Restrict access to foods of minimal nutritional value (N.3) 3 10. Restrict access to other foods of low nutrititive value (N.4) 3 11. Hands washed before meals and snacks (N.5) 3 Column Totals 33 0 0 0 - Total Points/Maximum Points 33/33
  6. In 2006-2007, 173 students (97 male and 76 female) were tested on BMI at Nevada Elementary School. Approximately 16.2% of all children were in the risk of overweight category. Approximately 24.9% of all children were identified as overweight.In 2007-2008, 128 students (73 male and 56 female) were tested on BMI at Nevada School District. Approximately 15% of all children were in the risk of overweight category. Approximately 27% of all children were identified as overweight.
  7. 2008-2009:
    Total Number Public Students: 223
    Number of Low-Income Public Students: 181
    Percentage of Low Income Students: 81.2%
Goal To improve health and wellness of students at Nevada Elementary School.
Benchmark To meet health standards developed by state of Arkansas.
Intervention: Healthy Lifestyle Practices
Scientific Based Research: Nutrition and Health Education "Economics, Health, Prevention and Treatment" Arkansas Obesity Taskforce 2000. Building Shared Responsibility for Student Learning [Conzemiuns, A. & O'Neill J Association for Supervision and Curriculum Development, 2001. Colvin, G., & Fernandez E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251-253.
Actions Person Responsible Timeline Resources Source of Funds
To educate students on ways to have a healthy lifestyle certified physical education teachers will provide at least 60 minutes of physical activity to students in grades K-6. To promote good health practices the Body Mass Index (BMI) will be determined of all students in grades K-6 and results will be sent home to parents. All nutrition and health programs and activities will be evaluated and revised annually as needed.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Wellness
 Stacy Cornelious/PE Teacher Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
The school Wellness Committee will continue to identify and prioritize changes that will improve policies and programs related to health and safety.
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Wellness
 Frank Bradley/ Principal Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Title Teachers
ACTION BUDGET: $
Teachers in grades K-3 will continue with the "Kids for Health" program that is a comprehensive education program and evaluate and revise as necessary.
Action Type: Alignment
Action Type: Program Evaluation
Action Type: Wellness
 Lindsey Casey/Nurse Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
K-6 grade classes will observe Healthy Lungs Month. The counselor will provide presentations on strategies to promote healthy choices and encourage students to remain smoke free. To further the non-use of drugs, "Drug Free" week will be observed October 24-28. Grade appropriate lessons and activities will be planned. The high school "Drug-Free Team" will visit the elementary classes to encourage students to remain drug free.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Wellness
 Sandra Browning/Counselor Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET: $
Through the Nevada County Extension office, K-6th grade teachers implemented nutrition and health education through a balanced literacy approach. Extension office furnishes vegetables and fruit to accommodate content area. Trade books will be used as well as integrated health education, into others areas of the curriculum.
Action Type: Alignment
Action Type: Collaboration
Action Type: Wellness
 Sandra Browning/Counselor Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
To support parents and teach students to be healthy, Nevada supports a PeeWee Basket ball league. Coaches work with all students interested, parents help practice, thus supporting exercise, and students receive exercise when away from classroom. League games and practices are on Tuesday and Saturday at this time, but when games are scheduled, will be reduced to one day per week.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Wellness
 Bobby Mullins Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Community Leaders
  • Teachers
ACTION BUDGET: $
Thirty of our 4th and 5th grade students will participate the "Southwest Stomp Out" Tobacco Prevention program focusing on refusal skills for tobacco, drugs, and alcohol, Internet safety, and topics for healthy living taught by area High School Students and Ray Lozano, at Henderson State University in Arkadelphia, Arkansas. This is a Grant program hosted by Texarkana School District from Domtar Industries and they wished to share it with other area schools.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Title I Schoolwide
Action Type: Wellness
 Sandra Browning Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Community Leaders
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
The effectiveness of this intervention will be determined by continued evaluation of BMI of Nevada Students.
Action Type: Program Evaluation
 Lindsey Casey, nurse Start: 07/01/2011
End: 06/30/2014
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The school nurse provides dental hygiene education to students in grades K – 3 and personal hygiene education to students in grades 4th – 6th. The classes included video instructions, verbal instructions, and hands on education.
Action Type: Equity
Action Type: Special Education
Action Type: Wellness
 Lindsey Casey, Nurse Start: 07/01/2009
End: 06/30/2012
  • Administrative Staff
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Nevada Public Schools host a parent night where area agencies come and educate the parents regarding health prevention and safety. Some of the education includes; fire safety, health prevention, and drug education.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Wellness
 Lindsey Casey, Nurse Start: 07/01/2009
End: 06/30/2012
  • Administrative Staff
  • Central Office
  • District Staff
  • Outside Consultants
  • School Library
  • Teachers
ACTION BUDGET: $
Nevada Schools will work in conjunction with The Southwest Arkansas Domestic Violence Center in DeQueen, Arkansas, to provide educational seminars, professional trainings, and awareness to students, parents and staff members on the following subjects: Bulling, Cyber-Bulling, Internet safety, Bystander interventions, dating violence, date rape, drug rape, sexual violence, stalkingelder abuse, and domestic violence.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Wellness
 Sandra Browning, Counselor Start: 08/19/2011
End: 08/19/2015
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
Total Budget: $0
  • Planning Team

    Classification Name Position Committee
    Classroom Teacher Bonnie Mixon Kindergarten Aide Math
    Classroom Teacher Breana Lamb Resource Teacher Math
    Classroom Teacher Carol Foster 5th Grade Teacher Literacy
    Classroom Teacher Carrie Bowie 3rd Grade Teacher Math
    Classroom Teacher Carrie Ridings 2nd Grade Teacher Literacy
    Classroom Teacher Cindy Beasley 1st Grade Teacher Math
    Classroom Teacher Dorothy Lowe 4th/5th Grade Aide Math
    Classroom Teacher Frances McAfee Art Teacher Literacy
    Classroom Teacher Karen Bolls 6th Grade Teacher Math
    Classroom Teacher Kay Daniel Gifted and Talented Literacy
    Classroom Teacher Kim Roberson 4th Grade Teacher Literacy
    Classroom Teacher LaToya Pearson Kindergarten Literacy
    Classroom Teacher Lou Hilliard 1st Grade Teacher Math
    Classroom Teacher Rachel Covington Kindergarten Teacher Literacy
    Classroom Teacher Rita Byers 3rd Grade Teacher Literacy
    Classroom Teacher Shanna Cogbill 1st Grade Aide Literacy
    Classroom Teacher Sheri Moore Math Coach Math
    Classroom Teacher Sonja Yarbrough 5th/6th Grade Aide Literacy
    Classroom Teacher Stacy Cornelious P.E. Teacher Math
    Classroom Teacher Sue Phillips 6th Grade Teacher Literacy
    Classroom Teacher Theresa Kirby Para-Professional Literacy
    Classroom Teacher Tiffany Moore 5th Grade Teacher Math
    Community Representative Ardel Johnson Retired Librarian Literacy
    Community Representative Lewis Jackson Mayor of Rosston Math
    District-Level Professional Ed Jones Programs Manager Steering
    District-Level Professional Eddie Jane Cross Food Manager Steering
    District-Level Professional Lindsey Casey Nurse Steering
    District-Level Professional Rick McAfee Superintendent Steering
    District-Level Professional Sandra Browning Counselor/LEA Supervisor Steering
    Non-Classroom Professional Staff Bonnie Burnett Speech Therapist Literacy
    Non-Classroom Professional Staff Brenda Williams School Secretary Math
    Non-Classroom Professional Staff Charlotte Bryant Resource Teacher Literacy
    Non-Classroom Professional Staff Henrietta Huskey Parent Center Coordinator Literacy
    Non-Classroom Professional Staff Sally Drake Kindergarten/Library Aide Literacy
    Parent Christy Gourley Parent Literacy
    Parent Theresa Mitchell Parent Math
    Parent Tia Blakely Parent Literacy