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Program Application

RIVERVIEW SCHOOL DISTRICT

Program Application

For: NSLA (State281)

Total Amount Reported: $1040007.93

Generated on December 9, 2014

JUDSONIA ELEMENTARY SCHOOLSource of Funds: NSLA (State281) $350218.3 Priority 2: Literacy Goal: All students will improve in Reading: Foundational Skill and Writing, specifically in the area of writingconventions and using information and context to interpret, comprehend, and/or draw conclusions to makeinferences. Priority 3: School Culture and Learning Environment Goal: All students will be provided a positive, safe and drug free learning environment and learn healthyliving through strategies across the curriculum. Priority 5: Wellness Goal: Students will show improvement in their cardiovascular, muscular strength/endurance, and flexibility. Priority 6: Mathematics Goal: All students will improve in Numbers and OperationsFractions, Measurement and Data , and Operationsand Algebraic Thinking/Numbers and Operations.KENSETT ELEMENTARY SCHOOLSource of Funds: NSLA (State281) $297355.39 Priority 1: Mathematic Skills Goal: Across the curriculum all students will improve in mathematical problem solving skills throughdifferentiated instruction (including open ended response questions in all areas but especially Measurement,Geometry and Number and Operations). Priority 2: Literacy Skills Goal: Across the curriculum, all students will demonstrate improvement in reading comprehension throughdifferentiated instruction (especially in the areas of Content and Practical passages). In written communication, allstudents will demonstrate improvement in content and style skills. Priority 3: School Culture and the Learning Environment Goal: All students will demonstrate an improvement in their character and in their ability to make safe andhealthy decisions in all areas of curriculum and school culture. Priority 5: Wellness Goal: Students participating in the BMI activity will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility activity.RIVERVIEW HIGH SCHOOLSource of Funds: NSLA (State281) $145945.99 Priority 1: Improve Math Skills Goal: Based on the schools 20132014 comprehensive needs assesment, the Riverview Math Department hasimplamented the following: TIA & MAX practices, Apex tutorials, Double Blocking strategies, and CWT practices. Priority 2: Literacy Goal: As results from 20132014 NRT, EOC, Target Tests, ACT, and ACTAAP (8th gradenow 9th graders)data indicate, our combined population of students have literacy deficiencies in the areas of content, style, andcraftmanship in writing as well as reading comprehension and of open response to content and literary passages. Priority 3: Foster a Safe and Drug Free learning environment. Goal: To inform and educate students of the emotional and physical dangers of using drugs, alcohol, andtobacco. Students will be informed of the effects of these items on their body , family, community, and school. Inaddition, students will learn ways to have a safer school by doing their part in making it safe.In addition, protectionfactors, such as opportunities and rewards for prosocial involvement will be addressed, by giving a wider range ofstudents the opportunities to participate in school sponsored activities and programs.RIVERVIEW JUNIOR HIGH SCHOOL

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Source of Funds: NSLA (State281) $93507.84 Priority 1: Mathematics Goal: All students will improve their abilities to solve problems and communicate their understanding ofmathematics. Priority 2: Literacy Goal: To improve literacy skills Priority 3: Drug Education Goal: Students will be provided with educational curriculum to help improve their character, to solve conflicts,and learn ways to have a safer school by doing their part in making it safe.RIVERVIEW SCHOOL DISTRICTSource of Funds: NSLA (State281) $152980.41 Priority 1: Support of Programs using Federal and State funds Goal: The Riverview School District will support programs to improve all student's reading comprehension,writing skills, mathematical problem solving skills, and their ability to respond to openended respond questions. Priority 4: Wellness Goal: Students participating in the BMI activity will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility.

JUDSONIA ELEMENTARY SCHOOL $350218.3

Program Application


Source of Funds: NSLA (State281) $350218.3Priority 2: To Improve Literacy Skills

SupportingData:

1. Based on comprehensive needs assessment that reflects an indepth trend analysis of multipledata sources across grade levels and content areas we found that our areas of need to beReading: Foundational skills and Writing, specifically in the areas of writing conventions andusing information and context to interpret, comprehend, and/or draw conclusions to makeinferences. Conclusions drawn from data analysis of Augmented Benchmark Exam, TargetTests, ITBS, Dibels Testing, Accelerated Reader Testing, Star Testing, CWT, and Formativeclassroom testing.

2. The attendance rate for the 20132014 school year was 95%.3. As of October 1, 2013 Judsonia Elementary School had 70.74% of its population on free andreduced lunches.

4. 5.

GoalAll students will improve in Reading: Foundational Skill and Writing, specifically in the area of writingconventions and using information and context to interpret, comprehend, and/or draw conclusions tomake inferences.

Benchmark At the end of the 20142015 school year, Judsonia Elementary Combined Population and the TargetedAchievement Gap Subgroup will show growth in literacy.

Intervention: Judsonia Elementary School will use Early Literacy Learning in Arkansas (ELLA) and SaxonPhonics/Phonetic Connections in grades K1, Effective Literacy (ELF) in grades 24, Literacy Lab in grades 56.EVALUATION: The 20132014 data results showed that students benefited from our plan.

Scientific Based Research: Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001.Report of the National Reading Panel, 2000. Saxon Phonics and Spelling K3, Florida Center for ReadingResearch. Step Up to Writing Implementation Results, Los Angeles Unified District, CA, 20012003.

Actions PersonResponsible Timeline Resources Source of Funds

2.2.3 K1 Engage in training and ongoingPROFESSIONAL DEVELOPMENT related toEarly Literacy Learning in Arkansas(ELLA); Effective Literacy, and LiteracyLab. The focus will be on instructionalapproaches in reading and writing skills,especially those which will help toremediate areas of weakness. Jobembedded support will be provided by .5FTE literacy coach, Krystal Bonds.Component # 4 ProfessionalDevelopment Action Type: AlignmentAction Type: Professional Development

KrystalBonds,LiteracyCoach

Start:07/01/2014End:06/30/2015

District StaffTeachers

NSLA(State281) EmployeeSalaries:

$21875.00

NSLA(State281) EmployeeBenefits:

$5878.96

ACTIONBUDGET: $27753.96

2.2.11 COMPUTERS(including a mobilelab), Tablets (35 tablets and covers at$437.00 each, 2 charging mobility carts,$1500.00 each, and $1,000 for apps,),DOCUMENT CAMERAS and SMARTBOARDS will be purchased for teachersto use for formative and summativeevaluations, intervention, researchprojects and classroom instruction.Action Type: Technology Inclusion

WesRowland,Principal

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersTeaching Aids

NSLA(State281) Materials&Supplies:

$16300.00

NSLA(State281) CapitalOutlay:

$3000.00

ACTIONBUDGET: $19300

2.2.9 Supplemental DRA kits will bepurchased, so that each grade level willhave a kit.Action Type: EquityAction Type: Title I Target Assistance


Start:07/01/2014End:06/30/2015

TeachersNSLA(State281) Materials& Supplies:

$405.00

ACTIONBUDGET: $405

Total Budget: $47458.96

Intervention: Judsonia Elementary School will implement literacy remediation and supplemental programs.EVALUATION: The 20122013 data results showed that students benefited from our plan.

Scientific Based Research: Total Instructional Alignment, Lisa Carter, 2007. Five Big Ideas, Lisa Carter, 2009.Hippy Research Summary, US, Canada, Germany (dissertations),2009. Effects of Accelerated Reader, J.C.Bullock, 2005.


2.3.4 SUMMER REMEDIATION programs willbe made available for K6 students who arenot proficient at grade level. Teachers willbe paid $30 per hour. The number ofteacher to be hired will be based on ateacher/student ratio of 1: 5.The areas ofweakness determined by studentachievement will be addressed.Transportation will be provided by theschool district. Action Type: AlignmentAction Type: Collaboration


Start:07/01/2014End:06/30/2015

TeachersNSLA(State281) EmployeeSalaries:

$17515.00


$3794.00


2.3.11 Provide DIFFERENTIATEDINSTRUCTION by purchasing leveled books,novel sets and teacher resources to bestored in a book room accessible to allteachers. Action Type: Title I Schoolwide


Start:07/01/2014End:06/30/2015

ComputersTeachersTeachingAidsTitleTeachers

NSLA(State281) Materials& Supplies:

$1000.00

ACTIONBUDGET: $1000

2.3.19 PARAPROFESSIONALS will beutilitized when possible to help support theacademic progress of at risk students LisaLee (NLSA 1.0) Kindergarten, MeganSherman (NLSA 1.0) 1st Grade, SarahBennett (NLSA 1.0) Grades 46, Lori Trickey(NSLA 1.0).Action Type: Equity

WesRowland,Prinicpal

Start:07/01/2014End:06/30/2015

DistrictStaffTeachers


$67615.25


$21722.50


2.3.24 Provide access to programs such asEnchanted Learning,Discovery Education,Amplify, Renaissance Learning,CAPSTONEINTERACTIVE BOOKS and AZ ONLINEBOOKS for Tier 2 intervention and extrasupport.Action Type: EquityAction Type: Title I Target Assistance


Start:07/01/2014End:06/30/2015

TeachersTeachingAidsTitleTeachers

NSLA(State281) PurchasedServices:

$15000.00


2.3.16 Materials and supplies will bepurchased to support the needs of resourceroom students.Action Type: Equity


Start:07/01/2014End:06/30/2015

NSLA(State281) Materials& Supplies:

$2000.00

ACTIONBUDGET: $2000


Priority 3: School Culture and Learning Invironment

SupportingData:

1. During 20132014, Judsonia Elementary School Administration filed 8 discipline reports.2. The Arkansas Prevention Needs Assessment Student Survey was conducted for 6th gradestudents in 20132014. The number of students reporting they had used alcohol, tobacco andother drugs during their lifetime are as follows: Alcohol18.8%, Cigarettes15.2%, ChewingTobacco12.1%, Marijuana0%, Inhalants6.1%, Meth0%. In 20122013, the survey indicated3.1% used alcohol, up 15.7%. 15.2% used cigarettes, no change. 8.8% used chewing tobacco,up 3.3%. 3.0% used marijuana, down 3.0 %. 15.2% used inhalants, down 9.1%. 0% usedMeth. The survey indicated that in 20122013, 7.1% of 6th grade students did not feel safe inschool. In 20132014, 12.1% did not feel safe.

Goal All students will be provided a positive, safe and drug free learning environment and learn healthyliving through strategies across the curriculum.

Benchmark To decrease by 2% annually the number of K6 students receiving administrative discipline referrals.

Intervention: Judsonia Elementary School will align its curriculum to the positive, Safe and DrugFree Schoolsand Communities Act using character education, safety, drug free and violence interventions. EVALUATION:Documentation, APNA Survey

Scientific Based Research: Risk and Protective Factors for Adolescent Drug Use, Douglas Wright and MichaelPemberton, 1999, Drug Education Approaches in Primary Schools, Drug Info Clearing House, 2002. Tapping thePower of Community: Building Assets to Strengthen Substance Abuse Prevention, Search Institute, 2004.


3.1.9 .30 FTE of a counselor will be hired to workwith at risk students and their families. This is abovethe state required 1 counselor per 450 students.Judsonia currently has 352 students.Action Type: EquityAction Type: Parental Engagement


Start:07/01/2014End:06/30/2015


$16415.86


$3701.22



Priority 5: Students at Judsonia Elementary will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility activity.

SupportingData:

1. On August 7, 2014 Judsonia Elementary School participated in the School Health Index survey.The overall score card indicated the following ratings: School Health Policies and Environment93% High; Health Education91% High; Physical Education and Other Physical Programs 95%High; Nutrition Services 92% High; Family and Community Involvement80% High.

2. On the Body Mass Index (BMI) assessment given in grades K,2,4, and 6 in 20132014 64.4% ofmales were in the healthy or underweight catagory. 21.1% were overweight and 14.4% werelisted as obese. 75.9% of females were in the healthy or underweight catagory, 15.2% wereoverweight and 8.9% were obese.

Goal Students will show improvement in their cardiovascular, muscular strength/endurance, and flexibility.

Benchmark Healthier BMI results will be evident by June 30, 2015. There will be a 3% difference in the 20142015BMI results indicating healthier lifestyles are being practiced.

Intervention: Judsonia Elementary School will encourage strategies and activities that promote healthy lifechoices based on better nutrition, safety precautions, and health education. EVALUATION: Documentation

Scientific Based Research: Changing the Science: Improving the School Nutrition Environment, United StatesDepartment of Agriculture Food and Nutriton Service.


5.2.9 A school nurse (1.0 FTE) will be hired tosupport the wellness plan and monitor studenthealth issues. $36070.12 Action Type: Equity


Start:07/01/2014End:06/30/2015

CentralOfficeDistrictStaff


$27800.75


$8269.37



Priority 6: To Improve Mathematics Skills

SupportingData:

1. Based on comprehensive needs assessment that reflects an indepth trend analysis of multipledata sources across grade levels and content areas we found that our areas of need to beNumbers and OperationsFractions, Measurement and Data, and Operations and AlgebraicThinking/Number and Operations. Conclusions drawn from data analysis of AugmentedBenchmark Exam, Target Tests, ITBS, Dibels Testing, Accelerated Reading Testing, StarTesting, CWT, and Formative classroom assessments.

2. The attendance rate for the 20132014 school year was 95%.3. As of October 1, 2013 Judsonia Elementary had 70.74% of its population on free and reducedlunches.

Goal All students will improve in Numbers and OperationsFractions, Measurement and Data , andOperations and Algebraic Thinking/Numbers and Operations.

Benchmark At the end of the 20142015 school year, Judsonia Elementary Student Combined Population and theTargeted Achievement Gap Subgroup will show growth in Math.

Intervention: Judsonia Elementary School will provide differentiated strategies, problem solving and openresponse activities across the curriculum and will use authentic assessment: portfolios, performance tasks anddocumentation. EVALUATION: CWT showed that more than 98% of teachers were using differentiated strategies,problem solving and open response activities in the classroom.

Scientific Based Research: Teaching StudentCentered Mathematic, Vol II Grades 35, John A. Van de Walle andLouAnn H. Lovin, 2006. The National Council of Teachers of Mathematics, Inc., Children's MathematicsCognitively Guided Instruction, Elizabeth Fennema, Megan Loef Franke, Linda Levi, and Susan Empson, 1999.Early Childhood Corner, Children's Understanding of Equality: A Foundation for Algebra, Karen P. Falkner, LindaLevi, and Thomas P. Carpenter, 1998.


1.2.8 Incorporate COMPUTERTECHNOLOGY,programs such asBRAIN POP, THE LEARNING

Terry Gaskin,TechnologyParaprofessional

Start:07/01/2014End:

ComputersTeachers

NSLA(State281) $14389.75

INSTITUTE QUIZ BUILDER, andFRONT ROW ED. into the existingcurriculum that will reinforce and/orsupplement mathematicsinstruction. The areas of concernfrom the ACTAAP testing will beaddressed. This includes use in theclassroom as well as the computerlab.Action Type: Technology Inclusion

06/30/2015 Title Teachers PurchasedServices:


1.2.3 Use DIFFERENTIATEDINSTRUCTION in the classroomthrough the use of learning centersand computers.Action Type: Equity

Judy Perry, 2ndGrade Teacher

Start:07/01/2014End:06/30/2015


$1295.00

ACTIONBUDGET: $1295

1.2.7 A .5 FTE MATH COACH will beprovide support for teachers byproviding professional developmentin varied teaching strategies, dataanalysis, and modeling in theclassroom.Action Type: CollaborationAction Type: ProfessionalDevelopment

April Rose, MathCoach

Start:07/01/2014End:06/30/2015

AdministrativeStaffOutsideConsultants


$27945.73


$7207.24


1.2.1 A highly qualified teacher willbe hired to reduce class size insecond grade (Williams 1.0 FTE)T:SBefore 1:24 After 15.66. Thisteacher is above the required staffneeded to meet the State Standardsfor Accreditation.Action Type: Equity

Wes Rowland,Principal

Start:07/01/2014End:06/30/2015


$53250.00


$13837.67



KENSETT ELEMENTARY SCHOOL $297355.39

Program Application


Source of Funds: NSLA (State281) $297355.39

Priority 1: Riverview Kensett Elementary will work to improve all students' mathematical problem solving skillsand their ability to respond to open ended response questions using higher order thinking skills.

SupportingData:

1. Based upon a comprehensive needs assessment that reflects an indepth trend analysis ofmultiple data sources across multiple grade levels and content areas, we found that our areasof need in our combined population to be in the Measurement Strand Open Response andMultiple Choice. This conclusion has been obtained by studying the results of the AugmentedBenchmark Exam, Iowa Test, TLI assessment, classroom tests, samples of daily work, andCWTs.

Across the curriculum all students will improve in mathematical problem solving skills through

Goal differentiated instruction (including open ended response questions in all areas but especiallyMeasurement, Geometry and Number and Operations).

Benchmark At the end of our 20142015 school year, Kensett Elementary Combined Population and the TargetedAchievement Gap subgroup will show a growth in Math.

Intervention: Alignment of mathematics curriculum with frameworks and Common Core in grades K12.

Scientific Based Research: (1)Jacobs, Heidi Hayes. (1997) "Mapping: The Big Picture: Integrating Curriculumand Assessment k12" ASCD; Mills, Michael. (2001) "Ensuring the Viability of Curriculum Mapping in a SchoolImprovement Plan." (2)Pashler, Harold. (2007) "Organizing Instruction and Study to Improve Student Learning."ies.ed.gov/ncee/wwc/reports (3)Common Core Standards. (4) Hamilton, Laura. (2009) "Using StudentAchievement to Support Instructional Decision Making." ies.ed.gov/ncee/wwc/reports. (5) "Visible Learning" byJohn Hattie.


1.1.5 HIRE A .5 FTE MATH INSTRUCTIONALFACILITATOR (April Rose)to assist teachers withmeeting the needs of the students in K6th grades.Action Type: AlignmentAction Type: Collaboration

JudyBallard

Start:07/01/2014End:06/30/2015


$27945.72


$7207.24



Intervention: Implement open response questions in math.

Scientific Based Research: (1) "Open Ended Activities: Differentiation through Learner Response" Hertzog,Nancy B. (April, 1995); "Preparing Teachers for Open Response Testing", Lockledge, Ann. Hayn, Judith A.(1992) (2) Herman, Rebecca. (2008) "Turning Around Chronically LowPerforming Schools."ies.ed.gov/ncee/wwc/reports (3) Gersten, Russel. (2009) "Assisting Student Struggling with Mathematics:Response to Intervention (RtI) for Elementary and Middle Schools." ies.ed.gov/ncee/wwc/reports


1.2.6 PARAPROFESSIONALS, SharonShafer (1.0 FTE) and Sandy Edge (1.0 FTE)will be EMPLOYED to help students that arebelow the proficient level.Action Type: Equity

ChristyBremer

Start:07/01/2014End:06/30/2015

PerformanceAssessmentsTeachers


$35109.25


$12055.04



Intervention: Use Technology to enhance teaching and engage students in mathematical thinking.

Scientific Based Research: (1) "EdThoughts: What We Know About Teaching Mathematics Teaching andLearning." p. 6171, McRel, edited by John Sutton and Alice Krueger, Aurora, CO, 2002. (2) "Understanding theNo Child Left Behind Act: Technology Integration." (2007) Learning Point Association.


1.3.5 Students will USE TECHNOLOGY inmathematics with programs such as BrainPop, Explore Learning Gizmos(aninteractive online simulations), Sum Dog,

April Rose Start:07/01/2014End:06/30/2015

OutsideConsultantsTeachers

NSLA(State281) Capital

$3000.00

Moby Max, Frontrow Ed and DiscoveryEducation United Streaming ($30000 forthe above programs). 50 tablets will bepurchased ($400 each for a total of$20,000, as well as 50 tablet protectivecovers ($1250 total) and 2 chargingmobility carts ($1500 each = $3000).Educational apps and virtual classroomlessons will be purchased ($1250). Action Type: Technology Inclusion

Outlay:NSLA(State281) PurchasedServices:

$30000.00


$2500.00


Total Budget: $35500

Intervention: Hire and train Highly Effective Teachers

Scientific Based Research: (1) Supporting Professional Development for Arkansas Educators, Report preparedfor ADE by Joellen Killion, Director of Special Projects, National Staff Development Council,http://www.arkansased.org/pdf/pd_report_2007.pdf. (2) "Defining "Highly Qualified Teachers": What DoesScience Based Research Actually Tell Us?" Educational Researcher Association.


1.5.8 A highly qualified teacher will be hired toreduce class size in fifth grade (Sterling 1.0FTE)T:S Before 1:25 After 16. This teacher isabove the required staff needed to meet theState Standards for Accreditation.Action Type: Equity

ChristyBremer

Start:07/01/2014End:06/30/2015


$57375.00


$14740.22



Priority 2: All students will demonstrate improvement in reading comprehension skills and in writing skills.

SupportingData:

1. Based upon a comprehensive needs assessment that reflects an indepth trend analysis ofmultiple data sources across multiple grade levels and content areas, we found that our area ofneed for our Combined Populations in Reading is Open Response Content and Practical. InWriting, our areas of weakness are Content and Style. This conclusion has been obtained bystudying the results of the Augmented Benchmark Exam, IOWA Test, Target Assessment Data,STAR Testing, Accelerated Reader Testing, classroom tests, samples of daily work, and CWTs.

2.

GoalAcross the curriculum, all students will demonstrate improvement in reading comprehension throughdifferentiated instruction (especially in the areas of Content and Practical passages). In writtencommunication, all students will demonstrate improvement in content and style skills.

Benchmark At the end of our 20142015 school year, Kensett Elementary Combined Population and the TargetedAchievement Gap subgroup will show a growth in Literacy.

Intervention: Alignment of reading and writing curriculum with Common Core Standards.

Scientific Based Research: (1) Jacobs, Heidi Hayes. (1997). "Mapping the Big Picture: Integrating Curriculumand Assessment K12." (2) ASCD; Mills, Michael. (2001) "Ensuring the Viability of Curriculum Mapping in aSchool Improvement Plan." (3)Pashler, Harold. (2007) "Organizing Instruction and Study to Improve StudentLearning." ies.ed.gov/ncee/wwc/reports (4)Common Core Standards. (5) Hamilton, Laura. (2009) "UsingStudent Achievement to Support Instructional Decision Making." ies.ed.gov/ncee/wwc/reports. "Visible Learning"John Hattie

Person

Actions Responsible Timeline Resources Source of Funds

2.1.2 HIRE A .5 FTE LITERACYINSTRUCTIONAL FACILITATOR (KrystalBonds)to assist teachers with meeting theneeds of the students in K6th grades.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

JudyBallard

Start:07/01/2014End:06/30/2015

ComputersPerformanceAssessmentsTeachersTeachingAidsTitleTeachers


$21875.00


$5878.96



Intervention: Effectively use components of Comprehensive Literacy

Scientific Based Research: (1) Scientific Research Base for Saxon Phonics and Spelling K3, FoundationalResearch and Program Efficacy Studies, (reporting studies by O'Conner and Torgessen) 2004; (2) "TeachingChildren to Read: An evidencebased assessment of the scientific research literature on reading and itsimplications for reading instruction." (1999) (3) Report of the National Reading Panel. Washington, DC: NationalInstitute of Child Health and Human Development. (4) Snow, C.E., Burns, S.M., & Griffin, P. (Eds.) (1998)."Preventing Reading Difficulties in Young Children." Washington, DC: National Academy Press Fowler, D. (1998).(5) Balanced reading instruction in practice. "Educational Leadership, 55 (6) 1112 [EJ 560 963] (6) "DoesSinging Improve Reading? Using an Interactive Singing Program with Struggling 4th & 5th Grade Readers, Acomparison study of reading progress," Biggs, Marie, Homan, Susan, and Dedrick, Robert, University of SouthFlorida, May 2006 (7) "Does Tune Into Reading Improve FCAT Scores?" Homan, Susan, Calderone, Cindy,Dedrick, Robert, University of South Florida, March, 2009 (8) Matching Books to Readers, Using Leveled Booksin Guided Reading, K3, Fountas, Irene G, and Pinnell, Gay Su, 1999


2.3.10 Materials and supplies will be purchased tosupport the needs of resource room students.Action Type: Equity

ChristyBremer

Start:07/01/2014End:06/30/2015

TeachersNSLA(State281) Materials&Supplies:

$500.00

ACTIONBUDGET: $500

Total Budget: $500

Intervention: Purchase and update surround sound system for use in fourth through sixth grades. And includetechnology in the classroom through educational websites.

Scientific Based Research: (1) Galley, Michelle. (May 15, 2002) "Classroom Microphones Make Voices Louder,Clearer"; (2) Rosenberg, G. BlakeRahter, P., Allen, L. and Edmond, B. (1994) (3) "Improving ClassroomAcoustics: A Multidistrict Pilot Study on FM Classroom Amplification."


2.4.1 UPDATE a surround sound system for allKindergarten through sixth grade to helpimplement our comprehensive literacyprogram. 4 will be purchased. (app $957.27each $3829.08) Action Type: Technology Inclusion

KellyVaughn

Start:07/01/2014End:06/30/2015

CommunityLeaders


$500.00

ACTIONBUDGET: $500

Total Budget: $500

Intervention: Continue implementation of a Prekindergarten program for four year olds to better prepare themfor entering Kindergarten.

Scientific Based Research: (1) "Overlooked Benefits of Prekindergarten" by Karen Schulman, National Institutefor Early Education Research, 2004.


2.5.3 HIRE a (FTE .25)certified prekindergarten teacher.( Stacy Ridings)Action Type: AIP/IRIAction Type: EquityAction Type: Special Education

ChristyBremer

Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral Office


$5469.72


$15000.00



Priority 3: School Culture and the Learning Environment

SupportingData:

1. Parental and Community concern for a safe and positive school culture and learningenvironment.

2. The number of office referrals will be reduced to reflect a safer more positive school cultureand learning environment.

3.

Goal All students will demonstrate an improvement in their character and in their ability to make safe andhealthy decisions in all areas of curriculum and school culture.

Benchmark

Students' improvement in character and their ability to make safe and healthy decisions within theschool culture and learning environment will increase by showing a 5% decrease in percentage ofdiscipline referrals to the principal dealing with the inappropriate behaviors listed in the studenthandbook.

Intervention: Implementation of a comprehensive character education program, which includes drug educationprevention and violence prevention components.

Scientific Based Research: (1) Character Centered Teaching: International Center for Leadership in Education.Marrazo, Martin J., (1999)


3.1.3 CONTINUE TO HIRE School ResourceOfficer and Counselor(fte .3) to maintainand implement safe and drug free programsand curriculum (in conjunction withprincipals, teachers, parents andcommunity). The .3 FTE counselor is abovethe required standard (1) to four hundredfifty (450). Enrollment at KensettElementary is approx. 425. Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement

Dr. DelenaGammill

Start:07/01/2014End:06/30/2015

CentralOfficeCommunityLeaders


$17566.88


$4562.24



Priority 5: Students at Kensett Elementary School will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility activity.

SupportingData:

1. Kensett Elementary School Body Mass Index data presented indicates the percentage ofstudents who may be at risk of poor academic performance. The following represents the BodyMass Index Data SY 20132014: Of the 239 students assessed, the following represents thepercent of students Overweight or Obese: Males 44.5%, Females 44.1%.

2. Free and Reduced Price Meal Eligibility SY 20142015: Paid 21%, Free/Reduced 79%

Goal Students participating in the BMI activity will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility activity.

Benchmark Healthier BMI results will be evident. There will be a 3% difference between the 20142015 BMI resultsindicating healthier lifestyles are being practiced.

Intervention: Kensett Elementary School will become informed about and encourage students to use strategiesand activities that promote a nonsedentary lifestyle and better eating habits.

Scientific Based Research: (1) Let's Get PhysicalPromotion and Education Strategies by Dr. Hal Wechsler.http://www.fns.usda.gov/oane/menu/NNEC/files?2003/LetsGetPhysical.pdf www.fueluptoplay60.com, sercy,com,ade.org, littledribblers.org


5.1.5 MONITORING OF STUDENT HEALTHFOLDERS by the school nurse to insurethat students are healthy enough to learn.1.0 FTE Nurse will be hired.Action Type: CollaborationAction Type: Equity

ChristyBremer,StacyFalcinelli

Start:07/01/2014End:06/30/2015

OutsideConsultantsTeachers


$27800.75


$8269.37



RIVERVIEW HIGH SCHOOL $145945.99

Program Application


Source of Funds: NSLA (State281) $145945.99Priority 1: All students will improve their math skills, specifically in Algebra and Geometry.

SupportingData:

1. Based a comprehensive needs assessment that reflects an indepth trend analysis of multipledata sources across multiple grade levels and content areas we found that our areas of need inour combined population to be (Measurement and 2&3 Dimensional relationships in Geometry)& (Language of Algebra and Linear & NonLinear Functions).

GoalBased on the schools 20132014 comprehensive needs assesment, the Riverview Math Departmenthas implamented the following: TIA & MAX practices, Apex tutorials, Double Blocking strategies, andCWT practices.

BenchmarkAt The end of the 20132014 school year 54% of our combined population scored proficient or aboveon the Algebra EOC test with an AMO of 77.22 . At the end of the 201420154 school year, 81.36% ofthe combined population will meet AMO. Annually we will improve by 2%

Intervention: Implement (TIA) Total Instructional Alignment practices along with CWTs.

Scientific Based Research: McTighe & Wiggins. (2012) From common core standards to curriculum: Five BigIdeas.


1.1.1 Math teachers will teach accordingto the alignment of the curriculum. Mathand Science teachers work together tosupport project based learning. Materialsand supplies will be purchased to supportthe cross curricular activities.Action Type: CollaborationAction Type: Title I Schoolwide

Mr. Lucas Start:07/01/2014End:06/30/2015

AdministrativeStaffTeachers


$1000.00

ACTIONBUDGET: $1000

1.1.3 Provide Math department with"Kuta" software to support mathgeneratorsAction Type: AlignmentAction Type: Program EvaluationAction Type: Technology Inclusion

Mr.Lucas/MrEdwards

Start:07/01/2014End:06/30/2015

District StaffTeachers


$2000.00

ACTIONBUDGET: $2000

1.1.4 To increase productivity andachievement in the area of math 110calculators( 11 Teacher Packs/withcharging dock 10 TI85 in each pack,$1560.00 ea) will be purchased for thestudents. Two laptop charging carts($1,500 ea.) will be purchased.Action Type: AlignmentAction Type: Technology Inclusion

Mr.Lucas/Mr.Edwards

Start:08/19/2014End:05/22/2015

TeachersNSLA(State281) CapitalOutlay:

$3000.00

ACTIONBUDGET: $3000

Total Budget: $6000

Intervention: Implementation of Supplemental Programs

Scientific Based Research: U.S. Dept. of Education office of Innovation and Improvement. (2004) Creatingstrong Educational Supplemental Educational Services and Programs.


1.2.4 Provide APEX materials and suppliesfor tutoring students who are in danger ofnot recieving credit or need additional help inmath.Action Type: CollaborationAction Type: Parental EngagementAction Type: Technology InclusionAction Type: Title I Schoolwide


TeachersNSLA(State281) PurchasedServices:

$8000.00

ACTIONBUDGET: $8000

1.2.2 A Math Coach (Ron Edwards, FTE.4704, Salary $25,052.61, Benefits/Fringes$6509.46) will be hire to assist teachers withdata ad model "MAX" teaching strategies.Materials and supplies will be purchased tosupport the program.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

SteveLucas

Start:07/01/2014End:06/30/2015


$25052.61


$6509.46


1.2.7 Provide access and training for the"GIZMOS" and "DISCOVERY STREAMING" ,"RENAISSANCE READING" software programto help diversify instruction in math andscience.Action Type: Technology Inclusion

SteveLucas

Start:07/01/2014End:06/30/2015

ComputersTeachers


$6000.00

ACTIONBUDGET: $6000


Priority 2: All students will improve their Literacy skills

SupportingData:

1. Based a comprehensive needs assessment that reflects an indepth trend analysis of multipledata sources across multiple grade levels and content areas we found that our areas of need inour combinded population to be (Measurement and 2&3 Dimensional relationships in Geometry)& (Language of Algebra and Linear & NonLinear Functins).

Goal

As results from 20132014 NRT, EOC, Target Tests, ACT, and ACTAAP (8th gradenow 9th graders)data indicate, our combined population of students have literacy deficiencies in the areas of content,style, and craftmanship in writing as well as reading comprehension and of open response to contentand literary passages.

BenchmarkAt the end of the 20132014 school year 69% of combined population scored proficient or advancedon the EOC Literacy test with an AMO of 78.36%. At the end of the 20142015 school year, 82.29% ofour combined population will meet AMO . Annually we will improve by 2%.

Intervention: Integrate reading skills across the curriculum using Accelerated reader.

Scientific Based Research: Goodman Gregory. (1999). The Reading Renaissance/Accelerated Reader Program.


2.1.2 Purchase supplemental books/digitalmedia for the library to support ourcomprehensive literacy program.Action Type: Technology InclusionAction Type: Title I Schoolwide

Mrs. Hill Start:07/01/2014End:06/30/2015


$4000.00

ACTIONBUDGET: $4000

2.1.3 Implement accelerated reading programin grades 912 through the use of technologyfor students. The district will purchase theservices of The Learning Institute (TLI) to helpidentify students weaknesses and plan forinterventionsAction Type: CollaborationAction Type: Technology InclusionAction Type: Title I Schoolwide

LiteracyCommittee

Start:07/01/2014End:06/30/2015

TeachersNSLA(State281) PurchasedServices:

$15000.00



Intervention: Implemntation of supplemental programs for those students scoring below the proficient level onliteracy E.O.C. tests or those who scored below 30%(NPR) on the ITED.

Scientific Based Research: U.S. Dept. of Education Office of Innovation and Improvement, (2004) CreatingStrong Educational Supplemental Services and Programs.


2.4.5 The high school counselor will workwith atrisk students who are behindacademically in order to decreasedropout rate and increase graduationrate. Counseling services above the staterequired 1:450 will be provided by hiringa .4063 FTE counselor (Debra Rettig).Action Type: CollaborationAction Type: Parental EngagementAction Type: Program Evaluation


AdministrativeStaffDistrict Staff


$27893.17


$6990.75


2.4.6 Materials and supplies will bepurchased to support the needs ofresource room students.Action Type: Equity

SteveLucas

Start:07/01/2014End:06/30/2015

NSLA(State281) Materials &Supplies:

$1500.00

ACTIONBUDGET: $1500


Priority 3: Foster a Safe and Drug Free learning environment.

SupportingData:

1. The 2013 APNA data showed that 28% of 10th graders felt unsafe at school (down 5%) and23% of 12th graders felt unsafe at school (down 1%). In addition 60% of 10th graders wereinvolved with alcohol (down 2%) and 70% of 12th graders were involved with alcohol (down1%). Also, 38% of 10th graders were involved with tobacco (down 13%) and 46% of 12thgraders were involved with tobacco (up 2%). The High Schools Annual Discipline Report for20122013 showed 185 cases of insubordination, 96 cases of disorderly conduct, 10 cases ofdrugs, 5 cases of truancy, and 26 cases of fighting.

Goal

To inform and educate students of the emotional and physical dangers of using drugs, alcohol, andtobacco. Students will be informed of the effects of these items on their body , family, community, andschool. In addition, students will learn ways to have a safer school by doing their part in making itsafe.In addition, protection factors, such as opportunities and rewards for prosocial involvement willbe addressed, by giving a wider range of students the opportunities to participate in school sponsoredactivities and programs.

BenchmarkA comparison of May,2013 pretest results with May, 2014 posttest results will show a 5% decrease inthe use of alcohol, drugs, tobacco products, and feeling safer at school, as a result of the interventionprograms.

Intervention: Implementation of educational programs to prevent the use of alcohol , drugs, and tobacco; aswell as violence.

Scientific Based Research: 40 Developmental Assests and 5 Action Strategies Insitute, 2003(http://www.research.org)


3.1.7 Continue to hire School ResourceOfficer to maintain and implement safe anddrug free programs. Action Type: CollaborationAction Type: Parental EngagementAction Type: Title I Schoolwide

Dr. Gammill Start:07/01/2014End:06/30/2015

DistrictStaffOutsideConsultants


$39000.00



RIVERVIEW JUNIOR HIGH SCHOOL $93507.84

Program Application


Source of Funds: NSLA (State281) $93507.84Priority 1: (1.0) Improve mathematics skills.

Supporting

1. Riverview has qualified for supplemental mathematics assistance school wide on Title I ratingfor the last three years.

2. In 2014, of the 8th graders, 63% of the combined population scored proficient or above. 66%of Caucasians scored proficient or above. 64% of the socioeconomic deprived scored proficientor above. 41% of African Americans scored proficient or above; 52% of Hispanics scoredproficient or above. The lowest identified areas for the combined population, all ethnic groups,and socioeconomic groups were Geometry MC and Measurement MC, Geometry OR,Measurement OR, Algerbra OR. The Junior High is taking steps toward improving the areas ofidentified deficiencies. In 2013, of the 8th graders, 50% of the combined population scoredproficient or above. 53% of Caucasians scored proficient or above. 46% of the socioeconomicdeprived scored proficient or above. 20% of African Americans scored proficient or above;55% of Hispanics scored proficient or above. The lowest identified areas for the combinedpopulation, all ethnic groups, and socioeconomic groups were Geometry MC and MeasurementMC, Geometry OR, Measurement OR, Algerbra OR. The Junior High is taking steps towardimproving the areas of identified dificiencies. In 2012, of the 8th graders, 68% of the combinedpopulation scored proficient or above. 68% of Caucasians scored proficient or above. 66% ofthe socioeconomic deprived scored proficient or above. 62% of African Americans scoredproficient or above; 72% of Hispanics scored proficient or above. The lowest identified areasfor the combined population, all ethnic groups, and socioeconomic groups were Algerbra MCand Measurement MC, Number Operations OR, Measurement OR, Algerbra OR. The Junior Highis taking steps toward improving the areas of identified difficiencies.

3. In 2014, 73% of combined students scored proficient or advanced on the 7th grade Benchmarkexam; 78% of Caucasians scored proficient or above; 68% of socioeconomic deprived students

Data: scored proficient or above; 51% of African Americans scored proficient or above; 60% ofHispanics scored proficient or above. The lowest identified areas for the combined population,all ethnic groups, and socioeconomic groups were Geometry MC, Algebra MC, MeasurementMC, Number Operations OR, Algebra OR. The Junior High is taking steps toward improving theareas of identified deficiencies. In 2013, 58% of combined students scored proficient oradvanced on the 7th grade Benchmark exam; 53% of Caucasians scored proficient or above;60% of socioeconomic deprived students scored proficient or above; 54% of African Americansscored proficient or above; 42% of Hispanics scored proficient or above. The lowest identifiedareas for the combined population,all ethnic groups, and socioeconomic groups were GeometryMC, Algerbra MC, Measurement MC, Number Operations OR, Algerbra OR. The Junior High istaking steps toward improving the areas of identified difficiencies. In 2012, 71% of combinedstudents scored proficient or advanced on the 7th grade Benchmark exam; 71% of Caucasiansscored proficient or above; 69% of socioeconomic deprived students scored proficient orabove; 66% of African Americans scored proficient or above; 77% of Hispanics scoredproficient or above. The lowest identified areas for the combined population,all ethnic groups,and socioeconomic groups were Geometry MC, Number Operations OR, Measurement OR. TheJunior High is taking steps toward improving the areas of identified difficiencies.

4. The average daily attendance for 2014 was 94%. In 2013 the average daily attendance was93%. In 2012 the average daily attendance was 95%.

5. The target AMO for 2015 for Math Growth is 78.68, for Math Performance it is 80.74, and TAGfor growth and performance is 76.09 andd 77.91.

Goal All students will improve their abilities to solve problems and communicate their understanding ofmathematics.

Benchmark Students scoring proficient on the middle level Benchmark and end of course Algebra exams will meetthe statemandated Adequate Yearly Progress.

Intervention: (1.2)Incorporate math communication skills in all math classes. (2)

Scientific Based Research: 2.(Smart Step Action Plan, Grades 58, Arkansas Department of Education,2000)


(1.2.5)Students will be instructed in theappropriate use of technology and relatedterminology in the use of IPADS, IXL andClassworks.Action Type: Technology Inclusion

JeffSanford

Start:07/01/2014End:06/30/2015

ComputersTeachersTeachingAids


$20000.00



Intervention: (1.3)Continue to use supplemental programs in mathematics. (3, 4)

Scientific Based Research: 3.(The Effects of Afterschool tutoring Programs on the Academic Performance of AtRisk Students with LD. Hock, Michael F. (2001)) 4. (How Class Size Makes a Difference: What the ResearchSays, The Impact of ClassSize Reduction (CSR). Achilles, C.M. (2003)


(1.3.11)Continue to offer a summer schoolprogram for atrisk students withtransportation provided. Summer school willbe for 4 hours a day, 4 days a week for 6weeks (24 days) with instructors receiving$30 a hour for instruction. Four teachers willbe hired Transportation will be furnishedwith 3 bus driver hired at a rate of $1350for all 6 weeks. Secreterial help will beavailable.Action Type: Equity

Stuart Hill Start:07/01/2014End:06/30/2015

TeachersNSLA(State281) EmployeeBenefits:

$2235.00


$10315.00


(1.3.8) NSL funds will be used to purchasematerials and supplies to support project

TerryDawkins/Jeff

Start:07/01/2014 Teachers

NSLA(State

based learning.The math and science dept.will work to develop cross curricularprojects. Math manipulative and sciencematerials will also be purchased to helpfacilitate differentiated instruction andstudent achievement. Action Type: EquityAction Type: Technology Inclusion

Sanford End:06/30/2015

281) Materials &Supplies:

$5550.00

ACTIONBUDGET: $5550

(1.3.1)Teachers continue to have access toComputers On Wheels (C.O.W.) and a tabletmobile lab along with the computerlab/software for classroom instruction toimprove student achievement. 30 additionallaptops ($500.00 each)and two chargingcarts ($1,500 ea.) will be purchased to helpfacilitate a comprehensive curricular plan. Action Type: EquityAction Type: Technology Inclusion


ComputersTeachersTeachingAids


$15000.00


$3000.00



Priority 2: (2.0.0) Students will improve their reading comprehension and writing skills.

SupportingData:

1. In 2014, 87% of the combined population of 8th grade students scored proficient or advancedon the ACTAAP assessment. 88% of the Caucasian students passed. 89% of the EconomicallyDisadvantaged students, 91% of African American students, and 79% of the Hispanic studentsscored proficient or above to pass the state exam in literacy. The lowest identified area for thecombined population were wrting multiplechoice questions, and reading open responsedomains in practical texts. In 2013, 76% of the combined population of 8th grade studentsscored proficient or advanced on the ACTAAP assessment. 74% of the Caucasian studentspassed. 93% of the Economically Disadvantaged students, 80% of African American students,and 100% of the Hispanic students scored proficient or above to pass the state exam inliteracy. The lowest identified area for the combined population were wrting multiplechoicequestions, and reading open response domains in practical texts. In 2012, 87% of thecombined population of 8th grade students scored proficient or advanced on the ACTAAPassessment. 86% of the Caucasian students passed. 93% of the Economically Disadvantagedstudents, 86% of African American students, and 100% of the Hispanic students scoredproficient or above to pass the state exam in literacy. The lowest identified area for thecombined population were wrting multiplechoice questions, and writing open response domainsin content and style.

2. In 2014, 83% of the combined population of 7th grade students scored proficient or advancedon the ACTAAP assessment. 88% of Caucasian students passed the literacy exam. 79% of theeconomically disadvantaged, 76% of African American, and 60% of the Hispanic studentspassed the state literacy exam. The lowest identified areas for the combined population wereOR using literary passage and writing domains: content, style, and sentence formation. All ofwhich were below the state average. The Junior High is taking steps toward improving theareas of identified deficiencies. In 2013, 78% of the combined population of 7th grade studentsscored proficient or advanced on the ACTAAP assessment. 75% of Caucasian students passedthe literacy exam. 77% of the economically disadvantaged, 81% of African American, and 89%of the Hispanic students passed the state literacy exam. The lowest identified areas for thecombined population were OR using literary passage and writing domains: content, style, andsentence formation. All of which were below the state average. The Junior High is taking stepstoward improving the areas of identified difficiencies. In 2012, 78% of the combined populationof 7th grade students scored proficient or advanced on the ACTAAP assessment. 77% ofCaucasian students passed the literacy exam. 78% of the economically disadvantaged, 84% ofAfrican American, and 100% of the Hispanic students passed the state literacy exam. Thelowest identified areas for the combined population were OR using literary passage and writingdomains: content, style, and sentence formation. All of which were below the state average.The Junior High is taking steps toward improving the areas of identified difficiencies.

3. For the 2013 school year the STAR reading test will be in addition to a 3minute ReadingAssessment by Timothy Rasinski and Nancy Padak. The STAR Reading Test is administered toseventh and eighth grade students. In 2008, 49% of 7 graders and 30% of 8th graders were inthe 50th percentile or higher. In 2007, 20.1% of 7 grade students were in the 50th percentile orhigher and 20.4% of 8th grade students were in the 50th percentile or above.

4. The average daily attendance for 2014 was 94%. In 2013, the average daily attendance was95%. In 2012, the average daily attendance was 93%.

5. The above(supporting data 17) achievement assessment data, attendance rates, andsubpopulation gap information meets T1 requirements for Needs Assessment. 2015 AMO forLiteracy Growth is 85.37 and Literacy Performance is 84.23. The AMO TAG for 2014 is 83.79and 82.22 for growth and performance.

Goal To improve literacy skills

BenchmarkAt the end of the 200809 school year, 75% of the combined population was proficient or above inreading. At the end of the 200910 school year 67% will score proficient or above. Annually we willimprove by 6%.

Intervention: (2.3)Continue reading, critical thinking and expression skills across the curriculum.(8)

Scientific Based Research: 8. (Creating Creative Thinkers. Bazeli, Marilyn, and Robinson, Rhonda (1997))


(2.3.11)Continue the Accelerated Readerprogram, Capstone Interactive Library,electronic readers, and use Classworks tohelp identify academically weak areas forstudents and provide interventions in thoseareas. Action Type: Technology Inclusion

BeverlyRobertson

Start:07/01/2014End:06/30/2015

ComputersTeachers


$10000.00



Intervention: (2.4)Continue to offer Supplemental Reading and Writing Programs. (9,10)

Scientific Based Research: 9. (The Effects of AfterSchool Tutoring Program of the Academic Performance of AtRisk Students and Students with LD. Hock, Michael F. (2001)) 10. (How Class Size Makes a Difference: What theResearch Says, the Impact of ClassSize Reduction (CSR). Achillies, C.M> (2003))


(2.4.4)Offer Reading Intervention Class forstudents who read at or below grade levelproficiency. A reading teacher will be hired all oftheir salary and benefits/fringes will be paidfrom Title I funds. (Yvonne Furniss, Salary:$52,875.00, Benefits: $13,755.62, FTE 1.0)Materials and supplies needed to implement theclass will be purchased. NSL funds will be usedto implement a listening/reading center in theclass.Action Type: Equity



$4000.00

ACTIONBUDGET: $4000

Total Budget: $4000

Intervention: (2.5)Effectively use the Smart Step Literacy Lab Model.(11,12)

Scientific Based Research: 11. (What is Accelerated Reader? Florida Center for Reading Research. (2004) 12.The Read Aloud Handbook, Sustained Silent Reading, P. 3, Chapter 5 excerpt. Trelease, Jim(2001))


(2.5.1) NSL funds will be used to purchaseadditional classroom library books to helpprovide students the opportunity to reachreading goalsAction Type: Collaboration


AdministrativeStaffTeachers


$1500.00

ACTIONBUDGET: $1500

(2.5.2)PURCHASE a surround soundsystem to help implement ourcomprehensive literacy program. ( $950.00

Stuart Hill Start:07/01/2014End:

NSLA(State

each). Teachers will be trained on use ofthe system.Action Type: EquityAction Type: Technology Inclusion

06/30/2015 281) Materials&Supplies:

$950.00

ACTIONBUDGET: $950

2.5.4 Materials and supplies will bepurchased to support the needs ofresource room students.Action Type: Equity



$498.20



Priority 3: (3.0.0)Foster a safe and drugfree learning environment.

SupportingData:

1. According to the Arkansas Prevention Needs Assessment Survey, given each November to 8thgraders, 24% of eighth graders in 2011 felt unsafe at school. In 2011, 43% of students felt alow commitment to school. 60% of students had admitted to using alcohol and tobacco. 13%admitted to using marijuana. In 2010, 14% of students felt a low commitment to school. 9.2%of students had admitted to using alcohol and tobacco. 20% admitted to using marijuana. In2009, 45% of students felt a low commitment to school, 83.5% of students had admitted tousing alcohol and tobacco, and 19.3% admitted to using marijuana.

2. The annual discipline report for 20132014 showed 42 cases of disorderly conduct and 41 casesof insubordination. In 20122013 showed 34 cases of disorderly conduct and 46 cases ofinsubordination. In 201112 18 disorderly conduct and 39 cases of insubordination werereported.

3. According to the Needs Assessment Student Survey and other student reports, a number ofstudents showed a general concern for school safety issues. This conclusion has been obtainedby analyzing data from student assessments and disciplinary records.

Goal Students will be provided with educational curriculum to help improve their character, to solveconflicts, and learn ways to have a safer school by doing their part in making it safe.

BenchmarkStudents will show a 5% improvement in school safety related issues, conflict resolution, and a 5%decrease in alcohol, tobacco, and violence associated with conlicts, as a result of interventionprograms as measured with our pretest and posttest surveys.

Intervention: (3.1.0)Implementation of character curriculum to improve students'character, conflict resolution,effects of alcohol and tobacco use on each student, school, community, and how they can have a safer schoolthrough the use of the "Character Counts" and "Schools Against Violence Everywhere" programs.(13,14)

Scientific Based Research: 13. "Character Counts" National Office by Michael Joseph, 1998. 14. Schools AgainstViolence Everywhere (SAVE) The National Association of Students Against Violence Everywhere,http://www.nationalsave.org, 1989. C.W. Ray, Charlotte, NC


(3.1.4)A part time counselor (fte 0.30)will coordinate efforts to provide parentswith internet access and free resourcesthrough the use of pamphlets and a linkon the school website.This is above thestate required 1:450 ratio. The currentenrollment is 207.Action Type: CollaborationAction Type: Parental Engagement

Sue Bunn Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersDistrict Staff


$3878.82


$16580.82



RIVERVIEW SCHOOL DISTRICT $152980.41

Program Application


Source of Funds: NSLA (State281) $152980.41

Priority 1: The Riverview School District will implement programs to support the effective and efficient use ofFederal funds, state categorical funds, and student special needs funding.

SupportingData:

1. The district has 4 LEA's. Kensett elementary is Achieving for the 201213 school year. Judsoniaelementary is Achieving in Literacy as is the Jr. High. Both Judsonia Elem and Jr. High are inNeeds Improvement. The High School is in Needs Improvement both in Math and Literacy.

2. ACT in all areas continue to be below the state averages. The five year trend shows no realincrease in any area.

3. .

GoalThe Riverview School District will support programs to improve all student's reading comprehension,writing skills, mathematical problem solving skills, and their ability to respond to openended respondquestions.

Benchmark

To meet or exceed Adequate Yearly Progress. At th2012 ESEA AMOs RIVERVIEW SCHOOL DISTRICT7307000 Literacy Performance Group Total Number Attempting Literacy, Year 2011 Percent Proficientin Literacy, Year 2011 Year 2012 AMO Year 2013 AMO Year 2014 AMO Year 2015 AMO Year 2016 AMOYear 2017 AMO All Students 631 77.97 79.81 81.64 83.48 85.31 87.15 88.99 Targeted AchievementGap Group 472 76.69 78.63 80.58 82.52 84.46 86.40 88.35 African American 66 80.30 81.94 83.5885.23 86.87 88.51 90.15 Hispanic 73 78.08 79.91 81.73 83.56 85.39 87.21 89.04 Caucasian 461 78.3180.12 81.93 83.73 85.54 87.35 89.16 Economically Disadvantaged 460 77.61 79.48 81.34 83.21 85.0786.94 88.81 English Learners 28 67.86 70.54 73.22 75.90 78.57 81.25 83.93 Students with Disabilities74 29.73 35.59 41.44 47.30 53.15 59.01 64.87 2012 ESEA AMOs RIVERVIEW SCHOOL DISTRICT 7307000 Literacy Growth Group TotalNumber with a Growth Trajectory in Lit, Year 2011 Percent Making Growth in Literacy, Year 2011 Year2012 AMO Year 2013 AMO Year 2014 AMO Year 2015 AMO Year 2016 AMO Year 2017 AMO AllStudents 462 72.51 74.80 77.09 79.38 81.67 83.96 86.26 Targeted Achievement Gap Group 354 71.1973.59 75.99 78.39 80.79 83.19 85.60 African American 51 70.59 73.04 75.49 77.94 80.39 82.84 85.30Hispanic 55 72.73 75.00 77.28 79.55 81.82 84.09 86.37 Caucasian 333 72.37 74.67 76.98 79.28 81.5883.88 86.19 Economically Disadvantaged 346 71.97 74.31 76.64 78.98 81.31 83.65 85.99 EnglishLearners 21 66.67 69.45 72.23 75.00 77.78 80.56 83.34 Students with Disabilities 51 31.37 37.0942.81 48.53 54.25 59.97 65.69 2012 ESEA AMOs RIVERVIEW SCHOOL DISTRICT 7307000 Math Performance Group Total NumberAttempting Math, Year 2011 Percent Proficient in Math, Year 2011 Year 2012 AMO Year 2013 AMO Year2014 AMO Year 2015 AMO Year 2016 AMO Year 2017 AMO All Students 746 77.48 79.36 81.23 83.1184.99 86.86 88.74 Targeted Achievement Gap Group 549 75.23 77.29 79.36 81.42 83.49 85.55 87.62African American 85 67.06 69.81 72.55 75.30 78.04 80.79 83.53 Hispanic 86 81.40 82.95 84.50 86.0587.60 89.15 90.70 Caucasian 544 78.49 80.28 82.08 83.87 85.66 87.45 89.25 EconomicallyDisadvantaged 537 75.79 77.81 79.83 81.84 83.86 85.88 87.90 English Learners 29 65.52 68.39 71.2774.14 77.01 79.89 82.76 Students with Disabilities 80 31.25 36.98 42.71 48.44 54.17 59.90 65.63 2012 ESEA AMOs RIVERVIEWSCHOOL DISTRICT 7307000 Math Growth Group Total Number with a Growth Trajectory in Math, Year2011 Percent Making Growth in Math, Year 2011 Year 2012 AMO Year 2013 AMO Year 2014 AMO Year2015 AMO Year 2016 AMO Year 2017 AMO All Students 463 69.55 72.09 74.63 77.16 79.70 82.2484.78 Targeted Achievement Gap Group 355 67.04 69.79 72.53 75.28 78.03 80.77 83.52 AfricanAmerican 51 62.75 65.85 68.96 72.06 75.17 78.27 81.38 Hispanic 55 76.36 78.33 80.30 82.27 84.2486.21 88.18 Caucasian 333 69.67 72.20 74.73 77.25 79.78 82.31 84.84 Economically Disadvantaged347 68.01 70.68 73.34 76.01 78.67 81.34 84.01 English Learners 22 54.55 58.34 62.13 65.91 69.7073.49 77.28 Students with Disabilities 51 21.57 28.11 34.64 41.18 47.71 54.25 60.79 2012 ESEA AMOs RIVERVIEW SCHOOL DISTRICT7307000 Graduation Group Number Expected to Graduate, Year 2010 Graduation Rate, Year 2010Year 2011 AMO Year 2012 AMO Year 2013 AMO Year 2014 AMO Year 2015 AMO Year 2016 AMO AllStudents 87 82.08 83.57 85.07 86.56 88.05 89.55 91.04 Targeted Achievement Gap Group 50 79.3781.09 82.81 84.53 86.25 87.97 89.69 African American 13 86.67 87.78 88.89 90.00 91.11 92.22 93.34Hispanic 7 100.00 100.00 100.00 100.00 100.00 100.00 100.00 Caucasian 67 79.76 81.45 83.13 84.8286.51 88.19 89.88 Economically Disadvantaged 49 79.03 80.78 82.53 84.27 86.02 87.77 89.52 EnglishLearners 2 100.00 100.00 100.00 100.00 100.00 100.00 100.00 Students with Disabilities 8 72.7375.00 77.28 79.55 81.82 84.09 86.37As of the 201213 test results,the Riverview Elementary Public Schools did meet their AMOs inLiteracy. All subgroups meet their AMO using growth at Kensett and the Economically Disadvantagedmet it's AMO with growth at Judsonia. Judsonia and Kensett Elementary did not meet their AMOs in

BenchmarkMath. The district will focus on student achievement in both literacy and math in all subgroups.Riverview Jr. High School did meet their AMO in Literacy for All Students, TAGG, and Hispanic, EnglishLanguage Learners, and Students with Disabilities subgroups. They did not meet their AMO in math.The subgroups Students with Disabilities did meet their AMO. The district will work with the Jr. High toaddress ways to improve student achievement in Math. Riverview High School did not meet it's AMO inboth Literacy and Math for any of it's groups. The district will work with the High School to addresscurriculum, interventions and strategies to increase student achievement, as well as, closing theachievement gap.

Benchmark

The District will meet it's AMO in 2015 for: ALL STUDENTS Graduation:87.24% Literacy: 85.31%Math:84.99% TAGG Graduation:85.13% Literacy: 84.46% Math:83.49% The district will continue towork with each subgroup to meet their performance and growth AMOs. The District is a "NeedsImprovement" due to not meeting it's AMOs in Math. The focus for the 201415 School Year will be thedistrictwide math program.

Intervention: Supplementary use of federal, state and special need funds to support instructional programs.

Scientific Based Research: McCormack, Meredith A. & Ward, Michael S. "Technology and Classroom Instruction."Arkansas Educational Research and Policy Studeies Journal, Spring 2003, Vol.3, No. 1, pp8186. TotalInstructional Alignment, Lisa Carter 2007. Five Big Ideas, Lisa Carter 2008


1.1.10 Teachers and students will haveincreased access to instructionaltechnology tools such as documentcameras , Smart Boards ,graphingcalculators ,computers , ereaders,tablets, digital curriculum (APEX), DVDplayers ,. A technology coordinator willsupport curriculum and professionaldevelopment.One mobile classroom setof tablets(30@ $440.00 each and onecart $2000.00), ereaders (30@ $200.00each), and 3 mobile classroom sets oflaptop (90 @ $675.00 ea. and 2 mobilecharging carts @ $2,000.00 ea)Action Type: EquityAction Type: Professional DevelopmentAction Type: Technology Inclusion

Dr. DelenaGammill

Start:07/01/2014End:06/30/2015

AdministrativeStaffCentral OfficeComputersTeachersTeaching AidsTitle Teachers


$80000.00


$6000.00


1.1.12 The district will hire a .3333 FTECurriculum Specialist (Judy Ballard,Salary $32,229.17,Benefits/Fringes$7,780.91) to aid in the developmentand alignment of the district'scurriculum. Materials and supplies will bepurchased for conducting professionaldevelopment and curriculum activities.General office supplies will be purchasedto support the Curriculum Specialist inimplementing programs such asCommon Core, Renaissance Learning,and TLI. Purchase service funds will bespent to provide professionaldevelopment and travel.Action Type: AlignmentAction Type: Collaboration

Dr. DelenaGammill

Start:07/01/2014End:06/30/2015


$956.19


$1014.14


$7780.91


$32229.17



Priority 4: Students at Riverview Schools will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility activity.

SupportingData:

1. For the past three years there has been no significant change in the male BMI results, but thethere has been significant change downward (5%) for females at risk of becoming overweight.See School's ACSIP.

2. School Health Index: See School's ACSIP.3. Free/Reduced Lunch: For 2011 the FreeReduced lunch is 75%. This is up from 70% in 2010and 2009. The district is funding all reduced lunches for 2011 with the use of NSLA funds.

4. Homeless: The number of homeless students attending Riverview School District are as follows:201175, 201055, 200649.

Goal Students participating in the BMI activity will show improvement in their cardiovascular, muscularstrength/endurance, and flexibility.

Benchmark Healthier BMI results will be evident by June 30, 2013. There will be a 3% difference in the 20122013BMI results indicating healthier lifestyles are being practiced.

Intervention: Riverview School District will encourage strategies and activities that promote a nonsedentarylifestyle.

Scientific Based Research: Let's Get PhysicalPromotion and education strategies by Dr. HalWechsler.http://www.fns.usda.gov/oane/menue/NNEC/files:2003/LetsGetPhysical.pdf


4.1.1 Encourage participation in familyoriented, communitybased physicalactivity programs and encourage theeating of healthy foods through healthierlunches, no selling of unhealthy foods inconcession stand, and not renewingcontracts with vending companies. Thosestudents that are normally on reducedrates for meals will go to free with thereduced cost being paid by the Districtwith the use of NSLA funds.Action Type: CollaborationAction Type: Wellness

SandyJohnson

Start:07/01/2014End:06/30/2015

AdministrativeStaffCommunityLeadersDistrict StaffOutsideConsultantsTeachers

NSLA(State281) OtherObjects:

$25000.00



program application - amazon web services · wes rowland, principal start: 07/01/2014 end:...

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