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School PlanTHEODORE JONES ELEM. SCHOOL1800 FREYALDENHOVEN,CONWAY, AR 72032

Arkansas Comprehensive School Improvement Plan

2014-2015

The mission of Theodore Jones Elementary is to empower all students with the knowledge, skills, and practical life experience required to develop into responsible citizens, meet the challenges of a global society, and become successful life-long learners. It is our belief that all students can learn, and our staff will strive to help each individual child reach his or her highest potential.Grade Span: K-4 Title I: Title I Schoolwide School Improvement: MS

Table of Contents

Priority 1: LiteracyGoal: An analysis of the summative Arkansas Benchmark data from the past three years indicates the weaknesses in literacy are content and practical text in open response and multiple choice along with content and style in writing. An analysis of NRT data from the past three years indicates weaknesses in vocabulary, reading comprehension, and word analysis. Therefore, our goal is implementation of strategies and interventions that will increase student achievement in these areas of literacy.Priority 2: MathematicsGoal: An analysis of the summative Arkansas Benchmark data from the past three years indicates the weaknesses in mathematics are measurement, geometry, and data analysis. An analysis of NRT data from the past three years reveals weaknesses in mathematical problem-solving. Therefore, our goal is implementation of research-based strategies, practices, and interventions that will increase students' conceptual understanding in mathematics, as well as their growth and performance.Priority 4: WellnessGoal: An analysis of data collected from the Body Mass Index (BMI) and the School Health Index (SHI)reveals areas in which Theodore Jones can improve. Therefore, our goal is to create a school environment that promotes and protects children's health, well being, and ability to learn by supporting healthy eating and physical activity.

Priority 1: Improve literacy in the areas of reading comprehension, vocabulary development, and writing.Supporting Data: 1. Based on a comprehensive needs assessment that reflects an in-depth analysis of student achievement, demographic,

perceptual and school process data across grades kindergarten through fourth grade in all populations in literacy, comprehension of content and practical texts continue to be a weak trend in reading, while content and style continue to be a weak trend in writing. Contributing factors include: high mobility, poverty, and an implementation dip.

2. Arkansas was granted a waiver from the US Department of Education in 2012. This waiver resulted in changes in the accountability system. Therefore, our data from 2012, 2013, and 2014 are based on the Arkansas School ESEA Accountability Report. 2012 Augmented Benchmark Assessment (Performance in Literacy): Percent Scored at/above proficiency. All students: 88.89%; Targeted Achievement Gap Group: 84.48%; African Americans: 82.26%; Hispanic:

85.71%; White: 93.98%; Economically Disadvantaged: 84.07%; English Learners: 83.33%; Students with Disabilities: 48.28%. 2012 Augmented Benchmark Assessment (Growth in Literacy) Percent of students who made growth. All students: 88.57%; Targeted Achievement Gap Group: 82.61%; African Americans: 85.71%; Hispanic: n/a; White: 93.02%; Economically Disadvantaged: 81.82%; English Learners: n/a; Students with Disabilities: n/a. 2013 Augmented Benchmark Assessment (Performance in Literacy): Percent Scored at/above proficiency. All students: 81.12%; Targeted Achievement Gap Group: 76.85%; African Americans: 75.00%; Hispanic: 76.47%; White: 88.52%; Economically Disadvantaged: 77.67%; English Learners: 70.59%; Students with Disabilities: 40.00%. 2013 Augmented Benchmark Assessment (Growth in Literacy) Percent of students who made growth. All students: 83.33%; Targeted Achievement Gap Group: 81.40%; African Americans: 78.95%; Hispanic: 83.33; White: 83.87%; Economically Disadvantaged: 85.37%; English Learners: 83.33; Students with Disabilities: 50.00. 2014 Augmented Benchmark Assessment (Performance in Literacy): Percent Scored at/above proficiency. All students: 86.86%; Targeted Achievement Gap Group: 84.85%; African Americans: 83.67%; Hispanic: 77.78%; White: 91.30%; Economically Disadvantaged: 85.71%; English Learners: 71.43%; Students with Disabilities: 46.67%. 2014 Augmented Benchmark Assessment (Growth in Literacy) Percent of students who made growth. All students: 76.27%; Targeted Achievement Gap Group: 76.19%; African Americans: 75.00%; Hispanic: 33.33; White: 87.50%; Economically Disadvantaged: 76.19%; English Learners: 50.00; Students with Disabilities: 80.00.

3. Student Attendance: 2011-2012:96.1%, 2012-2013: 96.4%, 2013-2014: 96.0%

GoalAn analysis of the summative Arkansas Benchmark data from the past three years indicates the weaknesses in literacy are content and practical text in open response and multiple choice along with content and style in writing. An analysis of NRT data from the past three years indicates weaknesses in vocabulary, reading comprehension, and word analysis. Therefore, our goal is implementation of strategies and interventions that will increase student achievement in these areas of literacy.

BenchmarkIt is our goal for every student to attain proficiency based on the Performance Level Descriptors (PLD) of PARCC assessment in 2014- 2015. Additional information and details will be included when further professional development is delivered regarding the new state assessment.

Intervention: Theodore Jones will deliver quality instruction in reading, writing, and word study through a comprehensive approach to improve literacy.Scientific Based Research: Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching, Second Edition. Alexandria, VA: ASCD. Dorn,L. and Soffos,C. (2005).Teaching for Deep Comprehension: A Reading Workhop Approach. Portland, Maine: Stenhouse Publishers. Dorn,L. and Soffos, C. (2012). Interventions that Work: A Comprehensive Intervention Model for Preventing Reading Failure in Grades K-3. Gibbs, J. (2006). Reaching All by Creating Tribes Learning Communities. Windsor, CA: Center Source Systems. Johnson, P. and Keier, K. (2010). Catching Readers before they Fall. Portland, Maine: Stenhouse Publishers. Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded Second Edition. Alexandria, VA: ASCD.Actions Person

Responsible Timeline Resources Source of FundsIn partnership with parents, teachers will develop an Academic Improvement Plan (AIP)for any K-4 student performing at a level below proficiency in mathematics and any 3-4 student performing at a level below proficiency in literacy as evidenced by their previous year's CRT/NRT assessment and/or according to district guidelines. AIPs will implemented until student reaches documented levels of proficiency. Action Type: AIP/IRI

Tammy Daubenheyer, Second Grade Teacher

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

Administrative Staff Central Office Teachers Title Teachers

ACTION BUDGET: $

Action Type: EquityAction Type: Parental EngagementEvery identified Special Education student will have an Individual Education Plan (IEP) written to reflect identified areas of disability. 504 students will have an accommodation plan to address their needs. English learners will have an LPAC plan to reflect their needs. Staffings will be held to ensure modifications and/or accomodations will be implemented across all areas according to each student's plan. Action Type: CollaborationAction Type: EquityAction Type: Special Education

Amy Hubbard, Special Education Teacher

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

District Staff Teachers Title Teachers ACTION BUDGET: $

In accordance with Act 1294, Theodore Jones will conduct initial universal screening in the six required areas for all students in grades K-2 and for struggling readers in grades 3 and 4 (unless exempt by law).Screening instruments appropriate to each grade level including DIBELS, DSA, and the AR Rapid Naming Screener will be used. Additionally, students' performance in literacy and mathematics will be monitored through additional formative and summative assessments applicable to each grade level such as DRA, Observation Survey, running records, teacher observations, writing samples, performance tasks, NRT, and/or CRT. Based on these data, interventions will be implemented and evaluated for students in need. Pre and post data from DIBELS will be used to determine the effectiveness of this intervention and student growth over time. BASELINE DATA WILL BE COLLECTED IN 2014-2015. Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: Program EvaluationAction Type: Title I Schoolwide

Heather Nutt, Instructional Facilitator

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

Performance Assessments

Teachers Title Teachers

ACTION BUDGET: $

Theodore Jones will employ 2.0 Instructional Facilitators (Heather Nutt: Salary $59452.98/Benefits $15,590.79 and Shannon Riner: Salary $65924.71/Benefits $17043.92)and 1.0 Intervention teacher (Sonya Smith: Salary $62,405.64/Benefits $16,266.07) to assist in improving instruction and raising student achievement. Action Type: CollaborationAction Type: EquityAction Type: Professional Development

Charlotte Vann, Director of Federal Programs

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

Administrative Staff Central Office

Title I - Employee Salaries:

$187783.33

Title I - Employee Benefits:

$48900.78

ACTION $236684.11

Action Type: Title I Schoolwide BUDGET:Kindergarten students delayed in oral communication and written language based on QUALLS, first grade students not meeting standards according to district guidelines,and second grade students who scored below basic on their previous year's summative ITBS assessment will participate in an Intensive Reading Intervention (IRI). These students will be progressed monitored using DIBELS. Parents of students participating in an IRI will be notified in writing that his/her child is performing below grade level standards in literacy.Action Type: AIP/IRIAction Type: AlignmentAction Type: EquityAction Type: Parental EngagementAction Type: Title I Schoolwide

Brittany Griffith, Second Grade Teacher

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

Administrative Staff Performance

Assessments Teachers Title Teachers

ACTION BUDGET: $

School wide activities are in compliance with federal guidelines, state guidelines, and board policies.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Title I Schoolwide

Tammy Woosley, Principal

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

Administrative Staff Central Office Teachers ACTION BUDGET: $

Teachers will provide quality instruction in literacy based on units developed using the Understanding By Design framework. Teachers will provide regular small group reading instruction at the appropriate instructional level for each student. Tier II classroom interventions will be provided to students in need. Action Type: AlignmentAction Type: Equity

Tina Gilbert, Fourth Grade Teacher

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

Teachers Teaching Aids

Title I - Materials & Supplies:

$6570.74

ACTION BUDGET: $6570.74

The school will support before and after school tutoring in the areas of literacy and math for students in need. Title I funds will pay for teachers' salaries and benefits at the district's hourly rate of $32.50.Action Type: Alignment


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


Assessments Teachers Teaching Aids Title Teachers


$408.00


$1560.00

ACTION BUDGET: $1968

Summer transitional opportunities will be provided for students entering Kindergarten. The purpose of this one week camp is to help orient incoming Kindergarten

Randi House, Kindergarten Teacher

Start: 07/01/2014End:

Administrative Staff Teachers


$250.00

students to the school's environment and routines. Title I funds will pay for teachers' salaries and benefits at the district's hourly rate of $32.50.Action Type: AlignmentAction Type: CollaborationAction Type: Parental Engagement

06/30/2015 Teaching Aids Title I - Employee Salaries:

$1950.00


$494.00


Teachers in grades K-4 will use Phonetic Connections/Word Study to deliver quality instruction in word study, phonics, phonemic awareness, and vocabulary.Action Type: Alignment

Natalie Shepherd, Kindergarten Teacher

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

Teachers Teaching Aids ACTION BUDGET: $

Students at Theodore Jones will use the technology-based Lexia Core 5 system to improve reading achievement. Teachers will use the reports from Lexia to predict performance and plan differentiated opportunties for remediation and/or acceleration. Action Type: Parental EngagementAction Type: Technology Inclusion

Tammy Daubenheyer, Second Grade Teacher

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

Computers District Staff Outside Consultants Performance


ACTION BUDGET: $

Teachers at Theodore Jones will implement the "Tribes Approach" and strategies from "Conscious Discipline" to provide structured opportunities for students to practice the essential skills of listening attentively, expressing ideas effectively, and solving problems efficiently that are needed to meet the academic rigor of the Common Core State Standards. Professional development will be provided on implementing community circles and I messages as part of the Tribes philosophy and strategies from "Conscious Discipline."Action Type: Title I Schoolwide

Anna Castleberry, First Grade Teacher

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


Specialty teachers, serving as brokers, will team with classroom teachers to provide various support and interventions to students in need. Instructional facilitators will assist in training and preparing brokers in effective strategies to promote success for students. Action Type: AIP/IRIAction Type: AlignmentAction Type: Collaboration

Shannon Riner, Instructional Facilitator

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


Total Budget: $247916.85

Intervention: Theodore Jones will establish Professional Learning Communities through collaborative teams that will improve reflective practice and center around three essential questions: (1) Who is not achieving? (2) Why are they not achieving? (3) What are we going to do about it?Scientific Based Research: DuFour, R., and Dufour, R. (2004). Whatever it takes: How Professional learning communities respond when kids don't learn. Bloomington, Indiana: Nations Educational Service. DuFour, R., DuFour, R. and Eaker, R. (2009). Revisiting Professional Learning Communities at Work: New Insights for Improving Schools. Bloomington, Indiana: Solution Tree. Farrell, Thomas. (2004). Reflective Practice in Action. Thousand Oaks, California: Corwin Press. Williams, B. (2003). Closing the Achievement Gap. Alexandria, VA: ASCD.Actions Person

Responsible Timeline Resources Source of FundsOngoing and sustained professional development for the entire faculty and weekly collaborations five essential standards including quality instruction, personal reflection, classroom environment, parent communication, and teaching the whole child. Research and professional texts will be used as resources. Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Title I Schoolwide

Megan Fotioo, First Grade Teacher

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

Administrative Staff Teachers ACTION BUDGET: $

The instructional facilitators will collaborate with the administrative staff to ensure teacher input is considered and plans of action are continually analyzed to improve instruction.Action Type: AlignmentAction Type: Collaboration


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

Administrative StaffACTION BUDGET: $

Intervention team meetings, which will include grade level teachers, special education teachers, intervention teachers, speech pathologists, counselor, instructional facilitators, school psychological examiner, ESOL teacher, and administrators, will be held quarterly to monitor the progress of students, analyze the effectiveness of interventions in place, and monitor the performance of students in subgroups and the Targeted Achievement Gap Group (TAGG). Substitute teachers will be provided with Title I funds at the district's daily rate for salaries and benefits.Action Type: AlignmentAction Type: Collaboration

Sonya Smith, Intervention Teacher

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

Administrative Staff District Staff Performance


Title I - Purchased Services:

$8737.92


To improve instruction, teachers and staff will analyze and reflect upon their students' performance and growth using assessment data such as the summative Augmented Benchmark, ITBS, and/or formative assessments. Teachers and staff will share their reflections with the administrators in order to improve their teaching.Action Type: AIP/IRIAction Type: Alignment

Megan Fotioo, First Grade Teacher

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


Action Type: CollaborationAction Type: Special EducationIn order to improve teaching and reflective practice, teachers will engage in peer observations and/or school site visits which implement effective instruction.Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Title I Schoolwide

Melia Hill, First Grade Teacher

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

Administrative Staff Teachers Teaching Aids ACTION BUDGET: $

Professional study groups consisting of teachers, administrators, and staff will anlayze research focusing on strategies to reach and improve the performance of Hispanics, English Learners, African Americans, and students from poverty. Findings will be presented to the entire faculty, and strategies for improvement will be implemented. Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Technology Inclusion

Nathan Howse, Kindergarten Teacher

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

Administrative Staff Teachers Teaching Aids Title Teachers

ACTION BUDGET: $

In order to promote graduation rates, the faculty and staff at Theodore Jones will study the early warning signs related to drop-out rates, identify students at risk, and implement a "Teacher/Good friend" program to serve and mentor those students.Action Type: CollaborationAction Type: Equity

Nathan Howse, Kindergarten Teacher

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

Teachers Title Teachers ACTION BUDGET: $

To improve professional practice, each certified staff member will reflect with the administrators to develop a professional growth plan (PGP) aligned with TESS. Administrators will share resources with teachers through Bloomboard to assist teachers with goals in their PGP's. Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Technology Inclusion


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

Administrative Staff Teachers Title Teachers ACTION BUDGET: $

Theodore Jones will establish a building advisory committee which will meet with the administration in order to serve as liasons between their grade levels/teams to the administration.Action Type: Collaboration

Amy Hubbard, Special Education Teacher

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


Teachers at Theodore Jones will participate in district horizontal and vertical alignment for English/Language arts and Mathematics along with cross grade level collaboration


Start: 07/01/2014End:


to improve instructional decisions and curriculum alignment.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

06/30/2015 Title Teachers

Theodore Jones will utilize the Literacy Checklist from the Common Core State Standards Assessment of School Practices to facilitate the successful implementation of the Common Core State Standards in English Language Arts and to determine the effectiveness of this intervention. DATA FROM 2013-2014 INDICATE 21% OF THE COMPETENCIES WERE RATED AS PERVASIVE (100% PRESENT); 32% OF THE COMPETENCIES WERE RATED AS CONSIDERABLE (75% PRESENT); 32% OF THE COMPETENCIES WERE RATED AS PARTIAL (50% PRESENT); 11% OF THE COMPETENCIES WERE RATED AS INITIATED (25% PRESENT); AND 4% OF THE COMPETENCIES WERE RATED AS ABSENT (0% PRESENT). Action Type: AlignmentAction Type: Program EvaluationAction Type: Title I Schoolwide


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


The faculty and staff collaborate annually to revise and ensure that the mission, vision, and core beliefs of Theodore Jones are maintained.Action Type: CollaborationAction Type: Professional Development


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

TeachersACTION BUDGET: $

The principal will collaborate with other master principals and educators from the Arkansas Leadership Academy to address challenges and seek innovative solutions to issues surrounding effective school leadership. Action Type: Collaboration

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


The principal and special education teachers will attend professional development focusing on how to create an environment to better serve the students with sensory, emotional, and behavioral challenges. Action Type: Professional DevelopmentAction Type: Special Education

Lelani Hays, Special Education Teacher

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



$348.88


Opportunities will be structured for older students to apply their literacy and math skills to help younger students acquire and improve their skills as well. Action Type: Collaboration

Anna Castleberry, First Grade Teacher

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


ACTION BUDGET: $


Priority 2: Improve mathematics in the areas of problem-solving, measurement and data analysis by using research based high-yield strategies, practices, and interventions.

Supporting Data:

1. Based on a comprehensive needs assessment that reflects an in-depth analysis of student achievement, demographic, perceptual, and school process data across grades kindergarten through fourth grade in all populations in math, data analysis/probability, measurement, and algebra continue to be a weak trend. Contributing factors include: high mobility, poverty, implementation dip, and an increased need for continued professional development on incorporating technology within an inquiry-based learning environment.

2. Arkansas was granted a waiver from the US Department of Education in 2012. This waiver resulted in changes in the accountability system. Therefore, our data from 2012, 2013, and 2014 are based on the Arkansas School ESEA Accountability Report. 2012 Augmented Benchmark Assessment (Performance in Math): Percent Scored at/above proficiency. All students: 85.19%; Targeted Achievement Gap Group: 80.17%; African Americans: 72.58%; Hispanic: 92.86%; White: 92.77%; Economically Disadvantaged: 79.65%; English Learners: 91.67%; Students with Disabilities: 58.62%. 2012 Augmented Benchmark Assessment (Growth in Math) Percent of students who made growth. All students: 51.43%; Targeted Achievement Gap Group: 43.48%; African Americans: 23.81%; Hispanic: n/a; White: 60.47%; Economically Disadvantaged: 40.91%; English Learners: n/a; Students with Disabilities: n/a. 2013 Augmented Benchmark Assessment (Performance in Math): Percent Scored at/above proficiency. All students: 84.72%; Targeted Achievement Gap Group: 79.82%; African Americans: 78.57%; Hispanic: 82.35%; White: 91.94%; Economically Disadvantaged: 79.81%; English Learners: 82.35%; Students with Disabilities: 56.67%. 2013 Augmented Benchmark Assessment (Growth in Math) Percent of students who made growth. All students: 61.67%; Targeted Achievement Gap Group: 58.14%; African Americans: 47.37%; Hispanic: 50.00%; White: 70.97%; Economically Disadvantaged: 56.10%; English Learners: 66.67%; Students with Disabilities: 62.50%. 2014 Augmented Benchmark Assessment (Performance in Math): Percent Scored at/above proficiency. All students: 85.40%; Targeted Achievement Gap Group: 82.83%; African Americans: 81.63%; Hispanic: 72.22%; White: 91.30%; Economically Disadvantaged: 83.67%; English Learners: 64.29%; Students with Disabilities: 60.00%. 2014 Augmented Benchmark Assessment (Growth in Math) Percent of students who made growth. All students: 40.68%; Targeted Achievement Gap Group: 33.33%; African Americans: 35.71%; Hispanic: 33.33%; White: 50.00%; Economically Disadvantaged: 33.33%; English Learners: 25.00%; Students with Disabilities: 00.00%.

3. Student Attendance: 2011-2012: 96.1%, 2012-2013: 96.4%; 2013-2014: 96.0%.

GoalAn analysis of the summative Arkansas Benchmark data from the past three years indicates the weaknesses in mathematics are measurement, geometry, and data analysis. An analysis of NRT data from the past three years reveals weaknesses in mathematical problem-solving. Therefore, our goal is implementation of research-based strategies, practices, and interventions that will increase students' conceptual understanding in mathematics, as well as their growth and performance.

BenchmarkIt is our goal for every student to attain proficiency based on the Performance Level Descriptors (PLD) of PARCC assessment in 2014- 2015. Additional information and details will be included when further professional development is delivered regarding the new state assessment.

Intervention: In order to improve mathematics reasoning and problem-solving, teachers will incorporate the eight mathematical practices within an inquiry-based learning environment to maximize learning for every student.Scientific Based Research: Halvorson, A. and Neary, T. (2009). Building Inclusive Schools: Tools and Strategies for Success. Upper Saddle River, New Jersey: Pearson. Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom Instruction that Works: Research-based strategies for increasing student achievement. Alexandria, VA: ASCD. Van De Walle, J. and Lovin, L.(2006). Teaching student-centered mathematics. Boston, MA: Pearson Education, Inc. Danielson, C. (2007). Enhancing Professional Practice: A Framework for Teaching, Second Edition. Alexandria, VA: ASCD. Gibbs, J. (2006). Reaching All by Creating Tribes Learning Communities. Windsor, CA: Center Source Systems. Wiggins, G. and McTighe, J. (2005). Understanding by Design, Expanded Second Edition. Alexandria, VA: ASCD.

Actions Person Responsible Timeline Resources Source of Funds

Teachers in all grade levels will incorporate open ended response questions, inquiry-based and kinesthetic learning opportunities, performance tasks, and technology experiences to address the needs of students with various learning styles and increase achievement for every student. Action Type: AlignmentAction Type: EquityAction Type: Technology InclusionAction Type: Title I Schoolwide

Candice Spencer, Third Grade Teacher

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

Performance Assessments

Teachers Teaching Aids

ACTION BUDGET: $

Teachers will design learning experiences which advance students' learning through use of technology, such as the utilization of chrome books, google drive, iPads, and Keyboarding Without Tears . Professional development and collaboration will incorporate opportunities for teachers to continuously enhance their understanding of technology integration to enhance student learning.Action Type: AlignmentAction Type: EquityAction Type: Professional DevelopmentAction Type: Technology InclusionAction Type: Title I Schoolwide

Sheila Page, Third Grade Teacher

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

Administrative Staff Computers District Staff Teachers Teaching Aids Title Teachers


$3924.47


Theodore Jones will use Trailblazers, Reflex (a technology-based system)and Gizmos (web-based interative simulations) with students in grades 2-4 to improve math fact fluency along with reasoning and problem-solving in science and mathematics. Action Type: AIP/IRIAction Type: AlignmentAction Type: Professional DevelopmentAction Type: Technology InclusionAction Type: Title I Schoolwide

Heather Story, GT Specialist

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

Administrative Staff Central Office District Staff Performance


ACTION BUDGET: $

Theodore Jones will implement the Common Core State Standards for English Language Arts and Mathematics using the district pacing guides based on "Understanding by Design" (UbD) which include research-based strategies, aligned resources, and developmentally appropriate materials. Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Title I Schoolwide

Danette Dunn, Second Grade Teacher

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

Central Office District Staff Teachers Teaching Aids

ACTION BUDGET: $

Teachers will participate in professional development opportunities, such as ECM and CGI,to improve professional practice and promote student achievement. Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Technology InclusionAction Type: Title I Schoolwide


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

Administrative Staff Outside Consultants Teachers Teaching Aids Title Teachers

ACTION BUDGET: $

Teachers will implement the eight mathematical practices to increase student engagement within an inquiry-based environment to raise student achievement in the area of mathematics. Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

Connie Schoeneman, Fourth Grade Teacher

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

Teachers Teaching Aids Title Teachers ACTION BUDGET: $

Theodore Jones will utilize the Mathematics Checklist from the Common Core State Standards Assessment of School Practices to facilitate the successful implementation of the Common Core State Standards in Mathematics and to determine the effectiveness of this intervention. DATA FROM 2013-2014 INDICATE 0% OF THE COMPETENCIES WERE RATED AS PERVASIVE (100% PRESENT); 30% OF THE COMPETENCIES WERE RATED AS CONSIDERABLE (75% PRESENT); 55% OF THE COMPETENCIES WERE RATED AS PARTIAL (50% PRESENT); 15% OF THE COMPETENCIES WERE RATED AS INITIATED (25% PRESENT); AND 0% OF THE COMPETENCIES WERE RATED AS ABSENT (0% PRESENT). Action Type: AlignmentAction Type: EquityAction Type: Program EvaluationAction Type: Title I Schoolwide


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


ACTION BUDGET: $

Teachers and staff will attend professional development through AAEA, AASCD, and the Teacher Leadership Institute through the Arkansas Leadership Academy to facilitate school improvement and raise student achievement. Title I funds will provide substitutes for attendees at the district's daily rate for salaries/benefits.Action Type: CollaborationAction Type: Professional Development

Amy Howell, Kindergarten Teacher

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

Administrative Staff Outside Consultants Teachers Title Teachers


$606.80


Total Budget: $4531.27Intervention: Implement a school/community team to form a parent involvement committee in compliance with ACT 307 of 2007 and ACT 397 of the 2009 Arkansas Legislative Session.Scientific Based Research: Lueder, D. (2000). Creating partnerships with parents. Lanham, MD: Technomic Publishing Co.,Inc.Actions Person Timeline Resources Source of Funds

ResponsibleThe parent facilitator and parent coordinator at Theodore Jones will assist staff in involving parents/guardians of students at all grade levels in a variety of roles by matching school needs with volunteer interests as well as providing parents with options to help at home. The parent facilitator and parent coordinator will keep a volunteer resource book and update it annually by seeking parental input through parent contact, surveys, and questionnaires. The volunteer resource book will include the names of parents who wish to volunteer, how frequently they would like to volunteer, and in what ways (including ways at school or at home). The volunteer resource book will be available to all faculty.Action Type: Parental Engagement

Lindsey Sled, Parent Facilitator

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


Informational packets will be provided annually to the parent of each child in the school and will also be available on the school web site. It will include the following information: 1)the school's parental involvement program/plan 2)the recommended roles of the parent, teacher, and child 3)ways for the parent to become involved at school and/or in his/her child's education 4)a survey for the parent regarding volunteering at the school and the activities planned throughout the school year for parents 5)an explanation of how to communicate in a regular 2-way meaningful manner with the child's teacher and principal 6)contact information for the parent facilitator and parent coordinator.Action Type: Parental Engagement


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

Central OfficeACTION BUDGET: $

Parental concerns will be resolved by following Board policy as stated in the school's handbook. The school's handbook outlines the process of how to define a problem, whom to approach first, and how to develop solutions.Action Type: Parental Engagement

Karen McPeake, Library Media Specialist

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

Administrative Staff District Staff Teachers ACTION BUDGET: $

Families will be invited to attend parental involvement meetings and activities which will provide information on the following topics: 1)What parents should expect for their child's education, what students will learn, and how students will be assessed 2) How a parent can make a difference in his/her child's education through role play and demonstration by trained volunteers on how to incorporate developmentally appropriate learning activities in the home environment 3)How to use and access the Department of Education website 4) How to plan and prepare nutritious meals.

Allyce Johnson, Music Specialist

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



$3500.00


Action Type: Parental EngagementA questionnaire/survey will be given to teachers and parents soliciting their opinions and suggestions on parental involvement. The data collected from the survey will determine strengths and needs and assist in improving the school's parental involvement program. The survey consists of 15 questions that require a yes or no answer about the performance of school's parent involvement program. BASED ON END OF YEAR DATA FROM 2013-2014, 10 QUESTIONS RECEIVED 100% SUPPORT, 2 QUESTIONS RECEIVED 97% SUPPORT, 2 QUESTION RECEIVED 93% SUPPORT, 1 QUESTION RECEIVED 57% SUPPORT. Action Type: Parental EngagementAction Type: Program Evaluation


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


Parent involvement activities are in compliance with Act 397 of 2009 and Act 307 of 2007.Action Type: Parental Engagement


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


In addition to regularly scheduled parent conferences, Theodore Jones will use a variety of meaningful two-way communication tools between home and school such as Friday folders, student planners, weekly newsletters, phone calls, emails, notes, private closed Facebook groups, and Parent Link. Action Type: EquityAction Type: Parental Engagement

Karen McPeake, Library Media Specialist

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


Parent Teacher Conferences will be held once during the fall semester and once during the spring semester. During Parent/Teacher conferences in the fall, parents will receive and sign a parent partnership page acknowledging their responsibility in educating their child. Teachers will maintain documentation of parents who attend and topics covered during the conference. Action Type: Parental Engagement

Candice Spencer, Third Grade Teacher

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


Lindsey Sled, a certified staff member, will serve as the Parent Facilitator at Theodore Jones to organize and undertake meaningful efforts to ensure parental participation is recognized as a an asset to the school. This district will pay the parent facilitator a stipend for assuming duties as required by Act 603 of 2003.Action Type: Parental Engagement


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

District Staff Teachers ACTION BUDGET: $

Theodore Jones has a Title 1 parent compact in place. The compact outlines how the parents, the entire school staff,

Karen McPeake, Library Media

Start: 07/01/2014


and the students share the responsibility for improved student academic achievement and the means by which the school and parents build and develop a partnership that helps children achieve the state's high standards.Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Title I Schoolwide

Specialist End: 06/30/2015

Title Teachers ACTION BUDGET: $

Theodore Jones will provide parents with information and effective parenting strategies through the Jag Notes (weekly newsletter) and/or school website about the benefits of physical activity, nutritious meal planning, and staying actively involved with children.Parenting books, magazines, brochures, and other materials (in English and Spanish) regarding effective parenting strategies will be also be available for parents to have, borrow, or use free of charge.Action Type: Parental EngagementAction Type: Wellness

Karen McPeake, Library/Media Specialist

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

Administrative Staff Outside Consultants Teachers ACTION BUDGET: $

A parent orientation will be provided to parents of incoming Kindergarten students to welcome them to the school, orient them school routines and environment, and provide them with ways to help their children be successful. Strategies will be modeled and role played on how to effectively incorporate learning activities at home.Action Type: Parental Engagement


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


The principal will deliver an annual report to the public providing information on the current status of the school, information regarding highly qualified teachers and paraprofessionals, and goals for improvement. Parents will be informed of Parents' right to know and how to locate the Annual Report Card.Parents will also be provided information on career planning, college and career readiness, and post secondary opportunities to help their students prepare for the future.Action Type: EquityAction Type: Parental EngagementAction Type: Title I Schoolwide

Tammy Woosley, Principal

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



ACTION BUDGET: $

To increase performance and growth of English Learners in the areas of literacy and mathematics, families of English Learners will be invited to attend parental involvement activities presented by Theodore Jones in collaboration with the district's translator. Theodore Jones will also utilize the district's translator to ensure information related to school and parent programs is sent to parents in a language they can understand.

Lindsey Jones, Fourth Grade Teacher

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

Central Office District Staff Teachers Title Teachers

ACTION BUDGET: $

Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementA committee comprised of parents, community members, and business representatives will meet with the ACSIP chairpersons and administrators to provide input on educational decisions and the parent compact, the development of school goals and priorities, the crisis management and safety plan, and the evaluation of the effectiveness of the schoolwide ACSIP plan. Action Type: CollaborationAction Type: Parental EngagementAction Type: Title I Schoolwide


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

Administrative Staff Community Leaders Outside Consultants Teachers Title Teachers

ACTION BUDGET: $

Theodore Jones will host an annual "Meet and Greet" family night to orient parents and students to the school and provide a chance for parents, students, and teachers to meet one another before the year begins.Action Type: CollaborationAction Type: Parental Engagement

Katy Huett, First Grade Teacher

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


In collaboration with Simon Middle School, Theodore Jones will host a family night to honor the accomplishments of fourth graders and assist them and their families into making a successful transition to middle school.Action Type: CollaborationAction Type: Parental Engagement


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


Title I funds will provide a Parent Coordinator (Amy Kennedy: Salary $23049.45/Benefits $7365.63)to assist with activities for parents to support the instructional programs for their children,to become involved in school based activities, and to engage in before/after school activities, summer school, and transition to the secondary level.Action Type: Parental Engagement

Charlotte Vann, Director

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

Administrative Staff Central Office Teaching Aids


$7365.63


$23049.45


To promote physical activity and wellness, students and parents at Theodore Jones will participate in field day activities.Action Type: Parental EngagementAction Type: Title I Schoolwide


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

Community LeadersACTION BUDGET: $

In order to foster relationships with students and their families, the faculty and staff at Theodore Jones visit neighborhoods within our zone. Action Type: Parental Engagement

Heather Story, GT Specialist

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


Theodore Jones has established a Parent Teacher Organization with a board to work collaboratively with the administrators, parent facilitator, and parent coordinator to promote and encourage parental and community involvement in various areas. Action Type: CollaborationAction Type: Parental Engagement

Travis House, Parent

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

Administrative Staff Community Leaders Teachers ACTION BUDGET: $

To promote collaboration with the preschool program and assist students in transitioning from preschool to elementary school, preschool transition conferences along with collaborative meetings will be held. Action Type: AlignmentAction Type: CollaborationAction Type: Parental Engagement


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

Administrative Staff Central Office District Staff ACTION BUDGET: $


Priority 4: Theodore Jones Elementary School is committed to providing a school environment that promotes health and wellness for every child.

Supporting Data:

1.The following is the percentage of at-risk or overweight males and females for 2011-2012.Males/FemalesGrade K 26.7%/18.2% Grade 2 35.3%/13.9% Grade 4 31.6%/31.0% The following is the percentage of at-risk or overweight males and females for 2012-2013.Males/FemalesGrade K 26.4%/18.2% Grade 2 41.0%/28.2% Grade 4 41.9%/33.3% The following is the percentage of at-risk or overweight males and females for 2013-2014. Grade K 63%/53.3% Grade 2 52.5%/ 32.1% Grade 4 48.4%/ 30.8%

2. The average school health index for beginning of the year 2014 is Module 1-92% Module 2-100%, Module 3-98%, Module 4-100%, and Module 8-100%.

GoalAn analysis of data collected from the Body Mass Index (BMI) and the School Health Index (SHI)reveals areas in which Theodore Jones can improve. Therefore, our goal is to create a school environment that promotes and protects children's health, well being, and ability to learn by supporting healthy eating and physical activity.

Benchmark The average school index in modules 1,2,3,4, and 8 will increase in the 2014-2015 school year.Intervention: Theodore Jones Elementary School will collaborate with health professionals, members of the community, and families in the areas of physical education, professional development, nutrition, and social skills in order to promote teaching of the whole child and provide a positive and safe learning environment for every student.Scientific Based Research: Payne, R. (2006). Working with Students: Discipline Strategies for the Classroom. Highlands TX: aha. Wechsler, H., McKenna, M., Lee, S., and Dietz, W. (2007, December 1) The role of schools in preventing childhood obesity. The State Education Standard. Gibbs, J. (2006). Reaching All by Creating Tribes Learning Communities. Windsor, CA: Center Source Systems.

Actions Person Responsible Timeline Resources Source of Funds

Theodore Jones Elementary will comply with the guidelines for nutrition and physical activity including every child receiving 150 minutes per week of physical activity and 80 minutes of week of physical education taught by a certified physical education teacher. Physical education instruction will be implelemented according to state standards. Action Type: AlignmentAction Type: Wellness

Melia Hill, First Grade Teacher

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

Administrative Staff None Teachers ACTION

BUDGET: $

The parent coordinator will collaborate with PTO to encourage non-food alternatives for fundraisers.Action Type: CollaborationAction Type: Wellness


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


Professional development and/or information will be provided to employees on unintentional injuries, asthma, violence, first aid, HIV, STD's, pregnancy and suicide.Action Type: Professional DevelopmentAction Type: Wellness

India Earnest, Counselor

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

Administrative Staff Teachers ACTION

BUDGET: $

Theodore Jones has established a Wellness committee consisting of administrators, classroom teachers, nurse, physical education teacher, parents, students, and other speciality area staff. The committee will use the questions from modules 1, 2, 3, 4, and 8 of the School Health Index each school year to acquire data, set goals, and evaluate implementation of actions. RESULTS FROM THE BEGINNING OF YEAR 2014 INDICATE A SCORE OF 92% ON MODULE 1, 100% ON MODULE 2, 98% ON MODULE 3, 100% ON MODULE 4, AND 100% ON MODULE 8. Action Type: CollaborationAction Type: Program EvaluationAction Type: Wellness


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

Administrative Staff Community

Leaders None Teachers

ACTION BUDGET: $

The school nurse and Physical Education teacher will screen students' Body Mass Index (BMI).Action Type: Wellness

Carol Clark, Nurse

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


Food service staff and teachers will continue to collaborate to provide students with a tour of the cafeteria and display nutrition information to support classroom instruction.Action Type: CollaborationAction Type: Wellness

Sheila Page, Third Grade Teacher

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


BUDGET: $

Theodore Jones Elementary will provide ongoing assistance to help students maintain a healthy standard of living by providing hearing and vision screenings, instruction in nutritional meal planning and oral hygiene skills, eyeglasses, mental health


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


Leaders District Staff

ACTION BUDGET: $

counseling recommendations, physican and dental referrals, and assistance with paperwork for ARKids First and Medicaid.Action Type: CollaborationAction Type: EquityAction Type: Wellness

Outside Consultants

Teachers

Teachers will utilize Response to Intervention options to address behavioral and academic needs. Teacher Assistance Teams (TAT's) will meet to form plans of action to address individual student's needs. Action Type: CollaborationAction Type: EquityAction Type: Wellness


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


BUDGET: $

Arkansas Children's hospital will provide services and screenings through a mobile dental and offer classroom presentations on "Healthy Habits." Presentations will focus on the importance of handwashing, dental health, nutritional meal planning, and having an active lifestyle to maintain good health. Students will receive informational booklets and resources to take home.Action Type: Parental EngagementAction Type: Title I SchoolwideAction Type: Wellness

Sally Allinder, Art Teacher

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


Leaders Outside

Consultants Teachers Teaching Aids

ACTION BUDGET: $

Theodore Jones will establish partnerships with St. Matthews Church, Antioch Baptist Church, UCA, City of Hope, AETN, Hendrix College, Second Baptish Church, and other local organizations to bridge the gap between the school and the local community and provide necessary items to foster academic success and wellness. Action Type: EquityAction Type: Wellness


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


Leaders Teachers

ACTION BUDGET: $

The principal will establish a student leadership team to serve as representatives to provide student input on school issues.Action Type: CollaborationAction Type: Wellness


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


Theodore Jones will implement schoolwide programs to identify and help eliminate high school dropouts through college awareness,career readiness, Jaguar of Hope, school displays, and staff's promotion of the college they attended. These programs will be highlighted in classrooms, in the school environment,on the morning broadcast and will incorporate community members and guest speakers. Action Type: CollaborationAction Type: EquityAction Type: Technology InclusionAction Type: Title I Schoolwide


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


Leaders Computers School Library Teachers Teaching Aids Title Teachers

ACTION BUDGET: $

Action Type: WellnessTo enhance teaching of the whole child and promote community and family involvement, Theodore Jones will offer extra-curricular activities such as Choir, Art Club, Chess Club, Jones Joggers, and Yearbook Club. Action Type: Wellness


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

Community Leaders

Teachers ACTION BUDGET: $

Students will develop individualized fitness plans to improve their overall fitness and health. The PE Specialist will assist students in monitoring their progress toward accomplishing their own goals. Action Type: Wellness

Marlon Williams, PE Specialist

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


"Buddy benches" will be placed outside at Theodore Jones to promote social interaction among students and to encourage physical activity. Action Type: Wellness

Amy Howell, Kindergarten Teacher

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

Administrative Staff Teachers Teaching Aids ACTION

BUDGET: $

Total Budget: $0

Planning TeamClassification Name Position Committee

Business Representative Eric King Centennial Bank MathClassroom Teacher Amy Howell Kindergarten Teacher MathClassroom Teacher Amy Hubbard Special Education Teacher MathClassroom Teacher Anna Castleberry First Grade teacher LiteracyClassroom Teacher Brittany Griffith Second Grade Teacher LiteracyClassroom Teacher Candice Spencer Third Grade Teacher MathClassroom Teacher Connie Schoeneman Fourth Grade Teacher MathClassroom Teacher Danette Dunn Second Grade Teacher MathClassroom Teacher Katy Huett First Grade Teacher MathClassroom Teacher Leilani Hays Special Education Teacher LiteracyClassroom Teacher Lindsey Jones Fourth Grade Teacher LiteracyClassroom Teacher Lindsey Sled Third Grade Teacher/Parent Facilitator MathClassroom Teacher Megan Fotioo First Grade Teacher MathClassroom Teacher Melia Hill First Grade teacher LiteracyClassroom Teacher Michele Hare Second Grade Teacher LiteracyClassroom Teacher Michelle Gould Kindergarten Teacher LiteracyClassroom Teacher Natalie Shepherd Kindergarten Teacher MathClassroom Teacher Nathan Howse Kindergarten Teacher MathClassroom Teacher Randi House Kindergarten Teacher LiteracyClassroom Teacher Shelia Page Third Grade Teacher LiteracyClassroom Teacher Tammy Daubenheyer Second Grade Teacher Math

Classroom Teacher Tina Gilbert Fourth Grade Teacher LiteracyDistrict-Level Professional Charlotte Vann Director SteeringDistrict-Level Professional Debbie Miller Director SteeringDistrict-Level Professional KK Bradshaw Director SteeringNon-Classroom Professional Staff Alfonzo Credit Custodian WellnessNon-Classroom Professional Staff Allyce Johnson Music Specialist WellnessNon-Classroom Professional Staff Amy Kennedy Parent Coordinator MathNon-Classroom Professional Staff Carol Clark Nurse WellnessNon-Classroom Professional Staff Catricia Carter Assistant Principal SteeringNon-Classroom Professional Staff Courtney Love Secretary/Book keeper WellnessNon-Classroom Professional Staff Evelyn Toney Custodian WellnessNon-Classroom Professional Staff Heather Nutt Instructional Facilitator/ACSIP chair SteeringNon-Classroom Professional Staff Heather Story G/T Specialist MathNon-Classroom Professional Staff India Earnest-Williams Counselor WellnessNon-Classroom Professional Staff Jackie Easley Instructional Assistant MathNon-Classroom Professional Staff Jarmal Manning Custodian WellnessNon-Classroom Professional Staff Karen McPeake Media Specialist LiteracyNon-Classroom Professional Staff Loretta Scherrey Office Paraprofessional WellnessNon-Classroom Professional Staff Marlon Williams Physical Education Specialist WellnessNon-Classroom Professional Staff Meredith Moix Speech Pathologist LiteracyNon-Classroom Professional Staff Molly Teas School Psychological Examiner WellnessNon-Classroom Professional Staff Nancy Evans Instructional Assistant LiteracyNon-Classroom Professional Staff Rachel Sanders Special Education Teacher MathNon-Classroom Professional Staff Reba Wood Cafeteria Manager WellnessNon-Classroom Professional Staff Sally Allinder Art Specialist LiteracyNon-Classroom Professional Staff Shannon Riner Instructional Facilitator/ACSIP Chair SteeringNon-Classroom Professional Staff Sonya Smith Intervention Teacher LiteracyParent Jamie Stewart Parent MathParent Laci Booth Parent WellnessParent Michele Dorame Parent MathParent Otis Richmond Parent WellnessPrincipal Tammy Woosley Principal Steering

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