School Plan

DANVILLE MIDDLE SCHOOL

Arkansas Comprehensive School Improvement Plan

2009-2010


Danville Middle School will provide a quality education for all students in a safe and nurturing environment, and prepare them to become responsible citizens meeting the challenges of the twenty-first century through active community and parent involvement.

Grade Span: 6-8 Title I: Title I Schoolwide School Improvement:

Table of Contents

Priority 1: Literacy
    Goal: Goal: Literacy scores will show a 5% improvement. Sixth grade students will demonstrate proficiency on open response in literary reading passages as well as multiple choice in the writing domain. Seventh grade students will demonstrate proficiency on open response in all reading passages as well as multiple choice in the writing domain. Eighth grade students will demonstrate proficiency on open response in content reading passages as well as multiple choice in the writing domain.
Priority 2: Mathematics
    Goal: Mathematics scores will show a 5% improvement. All sixth grade students will demonstrate proficiency on open response in measurement, algebra, and data interpretation and probability. All seventh grade students will demonstrate proficiency on open response in measurement, algebra, and geometry. All eighth grade students will demonstrate proficiency on open response in measurement and geometry. All Algebra I students will demonstrate proficiency on open response in polynomial operations, data interpretations and probability, and solving equations and inequalities.
Priority 3: Parental Involvement
    Goal: To increase student achievement and develop for parents an increased awareness of the educational process by 5%.
Priority 4: Health and Wellness
    Goal: DMS will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.
Priority 5: Special Education
    Goal: The Danville Middle School will reduce the relative proportion of caucasian students to hispanic students receiving special education services to within one standard deviation of the state average by the end of the 2008-09 school year.
Priority 6: Supplemental Spending
    Goal: Literacy and Math scores on the state mandated tests will show an improvement for student in Danville Middle School.
Priority 1: Danville Middle School students will demonstrate improved competency in Literacy. We have been notified by the Arkansas Department of Education that our school has been placed on "Alert" because we failed to meet the expected literacy performance level for the ELL, Hispanic, and Economically Disadvantaged subpopulation groups during the 2008-09 school year. We are taking the following measures (see action statements below) during that the 2009-10 school year that are designed to make a positive difference in the teaching and learning that occurs in our building:
Supporting Data:
  1. SIXTH GRADE LITERACY: In 2006, 58% of the Combined Population, 70% of the Caucasian Population, 44% of the Hispanic Population, RV% of the ELL Population, and 51% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- literary reading open responses and the writing domains multiple Choice; Caucasian Population- literary reading open responses and the writing domains multiple choice; Hispanic Population-literary reading open responses and the writing domains multiple choice; ELL Population- literary reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population- literary reading open responses and the writing domains multiple choice. In 2007, 54% of the Combined Population, 66% of the Caucasian Population, 39% of the Hispanic Population, 26% of the ELL Population, and 50% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- literary reading open responses and the writing domains multiple Choice; Caucasian Population- literary reading open responses and the writing domains multiple choice; Hispanic Population-literary reading open responses and the writing domains multiple choice; ELL Population- literary reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-literary reading open responses and the writing domains multiple choice. In 2008, 69% of the Combined Population, 72% of the Caucasian Population, 64% of the Hispanic Population,38% RV% of the ELL Population, and 75% of the Economically Disadvantaged Population, scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- practical reading open responses and the writing domains multiple Choice; Caucasian Population- literary reading open responses and the writing domains multiple choice; Hispanic Population-practical reading open responses and the writing domains multiple choice; ELL Population-practical reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-literary reading open responses and the writing domains multiple choice. Trend Analysis Findings: A three-year trend analysis shows sixth grade students consistently struggle on open response across literary and practical reading passages as well as in the writing domain multiple choice. SEVENTH GRADE LITERACY: In 2006, 68% of the Combined Population, 78% of the Caucasian Population, 57% of the Hispanic Population, and 55% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- practical reading open responses and the writing domains multiple choice; Caucasian Population- literary reading open responses and the writing domains multiple choice; Hispanic Population-practical reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-practical reading open responses and the writing domains multiple choice. In 2007, 64% of the Combined Population, 76% of the Caucasian Population, 46% of the Hispanic Population, and 56% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- literary reading open responses and the writing domains multiple Choice; Caucasian Population- practical reading open responses and the writing domains multiple choice; Hispanic Population-literary open responses and the writing domains multiple choice; and Economically Disadvantaged Population-literary reading open responses and the writing domains multiple choice. In 2008, 41% of the Combined Population, 60% of the Caucasian Population, 23% of the Hispanic Population, 0% of the Economically Disadvantaged Population, 12% ELL Population, scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- content reading open responses and the writing domains multiple Choice; Caucasian Population- literary reading open responses and the writing domains multiple choice; Hispanic Population-literary reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-literary reading multiple choice and content and open responses and the writing domains multiple choice; Trend Analysis Findings: A three-year trend analysis shows seventh grade students consistently struggle on open response across all types of reading passages as well as in the writing domain multiple choice. EIGHTH GRADE LITERACY: In 2006, 62% of the Combined Population, 76% of the Caucasian Population, 44% of the Hispanic Population, and 54% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- content reading open responses and the writing domains multiple choice; Caucasian Population- content reading open responses and the writing domains multiple choice; Hispanic Population-content reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-content reading open responses and the writing domains multiple choice. In 2007, 71% of the Combined Population, 90% of the Caucasian Population, 48% of the Hispanic Population, and 59% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- content reading open responses (38%) and the writing domains multiple choice (52%); Caucasian Population- content reading open responses (45%)and the writing domains multiple choice (57%); Hispanic Population-content reading open responses (28%)and the writing domains multiple choice (45%); and Economically Disadvantaged Population- content reading open responses (31%)and the writing domains multiple choice (45%). In 2008, 56% of the Combined Population, 71% of the Caucasian Population, 36% of the Hispanic Population, and 67% of the Economically Disadvantaged Population, and 8% ELL Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- literary reading open responses and the writing domains multiple Choice; Caucasian Population- content reading open responses and the writing domains multiple choice; Hispanic Population-literary reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-literary reading open responses and the writing domains multiple choice; Trend Analysis Findings: A three-year trend analysis shows eighth grade students consistently struggle on open response across content reading passages as well as in the writing domain multiple choice.
  2. Iowa Test of Basic Skills, Percent of students scoring at or above the 50th percentile in each of the following groups. Sixth Grade- Reading Comprehension 2005 59% Combined Population (SS=56), 40% Hispanic population (SS=25) 25% IEP population (SS = 12) 0% ELL population (SS =8) 49% Economically Disadvantaged (SS = 37) 77% Caucasian (SS = 30) Sixth Grade - Reading Total 2006 38% Combined Population (SS=58), 21% Hispanic population (SS=24) 0% IEP population (SS = 11) 0% ELL population (SS =4) 20% Economically Disadvantaged (SS = 40) 55% Caucasian (SS = 31) 2007 40% Combined Population (SS=79), 15% Hispanic population (SS=39) 0% IEP population (SS = 12) 11% ELL population (SS =18) 15% Economically Disadvantaged (SS = 39) 62% Caucasian (SS = 34) Sixth Grade - Language Total 2006 38% Combined Population (SS=58), 29% Hispanic population (SS=24) 0% IEP population (SS = 11) 0% ELL population (SS =4) 28% Economically Disadvantaged (SS = 40) 48% Caucasian (SS = 31) 2007 29% Combined Population (SS=79), 13% Hispanic population (SS=39) 0% IEP population (SS = 12) 0% ELL population (SS =18) 13% Economically Disadvantaged (SS = 39) 47% Caucasian (SS = 34) Trend Analysis Findings: Seventh Grade- Reading Comprehension 2005 44% Combined Population (SS=52), 25% Hispanic population (SS=23) 0% IEP population (SS = 9) 0% ELL population (SS =1) 37% Economically Disadvantaged (SS = 35) 56% Caucasian (SS = 27) Seventh Grade - Reading Total 2006 44% Combined Population (SS=63), 26% Hispanic population (SS=23) 10% IEP population (SS = 10) 0% ELL population (SS =2) 32% Economically Disadvantaged (SS = 44) 58% Caucasian (SS = 38) 2007 39% Combined Population (SS=59), 20% Hispanic population (SS=25) 8% IEP population (SS = 12) 11% ELL population (SS =9) 30% Economically Disadvantaged (SS = 40) 57% Caucasian (SS = 30) Seventh Grade - Language Total 2006 38% Combined Population (SS=63), 35% Hispanic population (SS=23) 0% IEP population (SS = 10) 0% ELL population (SS =2) 27% Economically Disadvantaged (SS = 41) 42% Caucasian (SS = 38) 2007 37% Combined Population (SS=59), 24% Hispanic population (SS=25) 0% IEP population (SS = 12) 0% ELL population (SS =9) 33% Economically Disadvantaged (SS = 40) 50% Caucasian (SS = 30) Trend Analysis Findings: Eighth Grade- Reading Comprehension 2005 47% Combined Population (SS=57), 36% Hispanic population (SS=31) 23% IEP population (SS =13) 0% ELL population (SS =3) 40% Economically Disadvantaged (SS = 38) 70% Caucasian (SS = 23) Eighth Grade - Reading Total 2006 39% Combined Population (SS=57), 9% Hispanic population (SS=23) 11% IEP population (SS = 9) 0% ELL population (SS =1) 34% Economically Disadvantaged (SS = 38) 59% Caucasian (SS = 27) 2007 51% Combined Population (SS=56), 41% Hispanic population (SS=22) 11% IEP population (SS = 9) 0% ELL population (SS =3) 37% Economically Disadvantaged (SS = 35) 63% Caucasian (SS = 31) Eighth Grade - Language Total 2006 39% Combined Population (SS=57), 17% Hispanic population (SS=23) 0% IEP population (SS = 9) 0% ELL population (SS =1) 37% Economically Disadvantaged (SS = 38) 52% Caucasian (SS = 27) 2007 45% Combined Population (SS=56), 36% Hispanic population (SS=22) 11% IEP population (SS = 9) 0% ELL population (SS =3) 29% Economically Disadvantaged (SS = 35) 5% Caucasian (SS = 31) Trend Analysis Findings: Ninth Grade- Reading Comprehension 2005 43% Combined Population (SS=56), 29% Hispanic population (SS=28) 13% IEP population (SS =8) 32% Economically Disadvantaged (SS = 31) 54% Caucasian (SS = 24) Ninth Grade - Reading Total 2006 39% Combined Population (SS=54), 31% Hispanic population (SS=29) 50% IEP population (SS = 2) 32% Economically Disadvantaged (SS = 37) 52% Caucasian (SS = 21) 2007 29% Combined Population (SS=58), 14% Hispanic population (SS=28) 0% IEP population (SS = 8) 0% ELL population (SS =10) 24% Economically Disadvantaged (SS = 41) 40% Caucasian (SS = 25) Ninth Grade - Language Total 2006 32% Combined Population (SS=54), 24% Hispanic population (SS=29) 0% IEP population (SS = 2) 24% Economically Disadvantaged (SS = 37) 43% Caucasian (SS = 21) 2007 43% Combined Population (SS=58), 25% Hispanic population (SS=28) 0% IEP population (SS = 8) 0% ELL population (SS =10) 42% Economically Disadvantaged (SS = 41) 60% Caucasian (SS = 25)
  3. The current racial breakdown for Danville Middle School is 4% Asian Pacific Island; 3% African American; 1% Native American; 46% Hispanic; and 46% Caucasian.
GoalGoal: Literacy scores will show a 5% improvement. Sixth grade students will demonstrate proficiency on open response in literary reading passages as well as multiple choice in the writing domain. Seventh grade students will demonstrate proficiency on open response in all reading passages as well as multiple choice in the writing domain. Eighth grade students will demonstrate proficiency on open response in content reading passages as well as multiple choice in the writing domain.
BenchmarkIn 2007-08, the percent of sixth grade students scoring proficient on the Benchmark literacy exam was Caucasian 72%, Hispanic 64%, ELL 38%, and Economically Disadvantaged 75%. In 2008-09, 51.40% of all students in the sixth grade must score proficient or advanced. The Combined and Caucasian populations in sixth grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
BenchmarkIn 2007-08, the percent of seventh grade students scoring proficient on the Benchmark literacy exam was Caucasian 60%, Hispanic 23%, and Economically Disadvantaged 0%. In 2008-09, 51.40% of all students in the seventh grade must score proficient or advanced. The Combined and Caucasian populations in seventh grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
BenchmarkIn 2007-08, the percent of eighth grade students scoring proficient on the Benchmark literacy exam was Caucasian 71%, Hispanic 36%, and Economically Disadvantaged 67%. In 2008-09, 51.40% of all students in the eighth grade must score proficient or advanced. The Combined and Caucasian populations in eighth grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
Intervention: Comprehensive Balanced Approach for Literacy
Scientific Based Research: Tools for Teaching, Fred Jones, Fredic H. Jones & Associates, Inc. 2000
Actions Person Responsible Timeline Resources Source of Funds
Danville Middle School will provide a variety of resources, to include, but not limited to, Alternative Learning Environment, curriculum and instruction, supplies and materials, to address the educational needs of students for the purpose of improving student achievement. This will include, but not be limited to, students in the following subgroups: ELL, Migrant, Economically Disadvantaged, and students receiving services under IDEA to remove barriers to learning.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
 Nolan Bryant, Principal, Randi Isely, Literacy Coach, Beverly Patterson, Migrant Aid, Jan Cathey, Therapist, and Amy St Start: 07/01/2009
End: 06/30/2010
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET:$
The ACSIP plan will be reviewed and updated as needed. The ACSIP committee will meet with the curriculum coordinator to evaluate the ASCIP plan upon the receipt of CRT and NRT test data from ADE.
Action Type: Collaboration
 Nolan Bryant, Principal, Theresa Palmertree, ACSIP Chairperson, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Community Leaders
  • Computers
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Students Academic Improvement Plans will be developed, updated, and maintained by teachers for the purpose of planning instruction that focuses on improved student achievement for students performing below-proficient on state-mandated CRT tests. Professional development will be provided as needed.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Professional Development
 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coach, Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
For ELL, Migrant, and Special Education students performing less than proficient, the district will provide parents various materials and resources to assist in their child’s literacy acquisition. Computers, Rosetta Stone, Renaissance Learning, and Compass Learning will be utilized in the ELL classrooms.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Technology Inclusion
 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator, Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
Special education students will receive support and services in the regular education classes, as documented in their IEP and modification sheets.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
 Tammy Rainey, LEA Supervisor,Ben Rose, Counselor, Special Education Teachers Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
Teachers will post lesson plans weekly on the school 's Edline. Teachers will contact (telephone or email) parents whose child's average grade falls below a “C” in their class.
Action Type: Parental Engagement
Action Type: Technology Inclusion
 Nolan Bryant, Principal, Ronald Laster, Director of Technology Start: 06/30/2009
End: 07/01/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
Danville Middle School will utilize Focus testing a minimum of three times each year to monitor student achievement.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/ Math Coach, Randy Isely, K-12 Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET:$
Teachers will oversee student-writing portfolios that will be created, maintained and moved to the students' next-year teacher as they move up in grade level.
Action Type: Collaboration
 Nolan Bryant, Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated both periodically and annually by the school's leadership team using CWTs, TLIs, STAR, NRT, and CRT as appropriate. The results from this year's data state, all teachers are users of learning strategies which will increase student achievement shown through some gains.
Action Type: Program Evaluation
 Nolan Bryant, Principal; Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Teachers will receive Professional Development in order to support improved student achievement in literacy. Professional Development funds will be used to pay for salaries and benefits for substitutes and registration fees and travel for teachers to attend professional development in literacy to improve student achievement.
Action Type: Alignment
Action Type: Professional Development
 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator, Randy Isely, K-12 Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
The Danville Middle School will employ a literacy coach to facilitate and expand the literacy department. The literacy coach will organize curriculum, testing, and professional development for the literacy department.
Action Type: Alignment
Action Type: Professional Development
 Alan Love, Superintendent, Nolan Bryant, Principal, Randi Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET:$
Teachers will document (in their lesson plans) the integration of reading and writing across the curriculum in their content area. A minimum of one lesson plan each nine weeks will “document” the integrating of reading and writing into core subjects. These targeted lesson plans will be emailed to the designated monitor on the designated date. Profession Development will be provided to teacherin writing across the curriculum.
Action Type: Collaboration
Action Type: Professional Development
 Nolan Bryant, Principal Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET:$
Danville Middle School will utilize the employment of a technology staff that has sufficient expertise to provide in-service, secure, install, and maintain the infrastructure and equipment necessary to support cross-curricular reading and technology necessary for student success in literacy.
Action Type: Professional Development
Action Type: Technology Inclusion
 Ronald Laster, Technology Coordinator Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
Teachers will evaluate, update, and maintain AIP's, generated from NORME for students performing below proficient on state-mandated criterion-referenced tests.
Action Type: AIP/IRI
Action Type: Parental Engagement
 Ginny Huckaba, Curriculum Coordinator/Math Coach, Randi Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET:$
All teachers, including special education teachers, will participate in 60 required hours of professional development that includes six (6) hours of technology, two (2) hours of parent involvement, and two (2) hours of Arkansas History for instructors of history. An individual may be entitled to up to twelve (12) hours of professional development credit approval by the district/school which may be applied toward the 60 hours of professional development requirement for that time period at the beginning of each school year which is used to plan and prepare curriculum or develop other instructional activities pursuant to Act 1185 of 2005. We will create a professional development plan annually in compliance with Arkansas law and rules governing professional development which shall be a part of the ACSIP. Our school’s professional development plan complies with Arkansas law & rules by including the 3 hour college course as applicable to equal 15 hours (up to 30). For each administrator, the 60 hour professional development requirement shall include training in data disaggregation, instructional leadership, three hours of parental involvement and fiscal management.
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
Teacher workshops on rubrics and learning strategies provided through faculty meetings and using websites such as 4teachers.org will be conducted.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Technology Inclusion
 Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
The Literacy Intervention coach will be utilized to provide mentoring/coaching for teachers to successfully implement literacy strategies throughout the curriculum. Teachers will be coached to implement more cooperative learning strategies and project based learning. Literacy teachers will meet each 6 weeks to address various strategies.
Action Type: Alignment
Action Type: Collaboration
 Randi Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
Through CAP conferences and Open House Parent Night, conducted for all Pre-AP and AP students, awareness and support for school-wide improvement will be promoted.
Action Type: Equity
Action Type: Parental Engagement
 Ben Rose, Counselor, Faculty Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET:$
Total Budget:$0
Intervention: Support Through Focus Remediation for Literacy
Scientific Based Research: Wisconsin Rapids, WI; ESL-Rosetta Stone Language Library, Fairfield Language Technology, Harrisonburg, VA, 2000; Step Up To Writing by Maureen E. Auman, Sopris West, 2000, 2nd edition. Strategies That Work by Stephanie Harvey and Arne Goudie, 2000.
Actions Person Responsible Timeline Resources Source of Funds
Danville Middle will provide and utilize resources including existing technologies, wireless lab, SmarBoard, airliners, and student computers to enhance instruction in reading and writing skills. Professional Development will be provided on Grade Quick, Edline, School Dude, and smart board to enhance improvement in literacy.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Technology Inclusion
 Ronald Laster, Director of Technology, Richard Morton, Assistant Technology, Theresa Palmertree, Melissa Tatum, 6th gr Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
The Danville Middle School will purchase Accelerated Reading materials (books and software) to use as supplementary reading strategy in improving reading skills. The district will monitor periodically the effectiveness of this program and participate in FOCUS testing to monitor student progress.
Action Type: Equity
Action Type: Special Education
 Kim Foster, Librarian; Theresa Palmertree, AR Coordinator, Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Outside Consultants
  • School Library
  • Teaching Aids
ACTION BUDGET:$
PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated both periodically and annually by the school’s leadership team using CWTs, TLIs, STAR, NRT, and CRT as appropriate. The results from this year data state, all teachers are users of learning strategies which will increase student achievement shown through some gains.
Action Type: Program Evaluation
 Nolan Bryant, Principal; Randi Isley, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
Books on CD and audio tapes will be available in the Library media center to assist students in fluency and literacy remediation.
Action Type: Technology Inclusion
 Kim Foster, Librarion Media Specialist Start: 07/01/2009
End: 06/30/2010
  • School Library
  • Teachers
ACTION BUDGET:$
All students who are not proficient on state standarized tests will be scheduled into academic remediation.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Technology Inclusion
 Literacy Coach, Randi Isely Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Remediation students including but not limited too Special Education, Hispanics, andstudents with special education disabilities will use a web based program that can be accessed from any computer with internet access, as an additional reinforcement program to improve reading and writing skills.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Action Type: Technology Inclusion
 Ben Rose, Counselor, Randi Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
Online subscription to Compass Learning will be purchased to provide support to students needing remediation in course work. Professional Development will be provided to teachers in the incorporation of the software in the instruction of students.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Professional Development
 Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
Total Budget:$0
Intervention: Closing the Achievement Gap Through Literacy
Scientific Based Research: Brazoxport ISD Closes Gaps in Student Performance Using Quality Business Approach, Education in Practice (1999).
Actions Person Responsible Timeline Resources Source of Funds
Teachers will receive professional development in a variety of areas to include, but not limited to: Use of technology in the classroom, Teacher made test, and Standard's alignment.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
Action Type: Title I Schoolwide
 Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
Teachers will review and revise curriculum maps as needed; teachers will review and revise teacher-made tests to ensure the tests address targeted standards at the appropriate level of difficulty; aligned with State-Mandated Tests.
Action Type: Alignment
Action Type: Collaboration
 Randy Isely, K-12 Literacy Coach, Nolan Bryant Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Departmental meetings will be held to insure the curriculum is being aligned vertically. Teachers will monitor periodically the effectiveness of each department.
Action Type: Alignment
Action Type: Collaboration
 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator, Randy Isely Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET:$
Classroom teachers will utilize the Literacy Lab and Compass Learning.
Action Type: Alignment
Action Type: Collaboration
 Nolan Bryant, Principal, and Faculty Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
State-mandated criterion referenced tests and NRT tests scores shall be presented to parents and community during open house in August.
Action Type: Collaboration
Action Type: Parental Engagement
 Nolan Bryant, Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
Faculty and staff will promote improvement of literacy skills by teaching across the curriculum in areas such as Art, Music, Drama, and Physical Education/Health. Highly qualified teachers will work to close the achievement gap and improve literacy skills.
Action Type: Collaboration
Action Type: Special Education
Action Type: Title I Schoolwide
 Alan Love, Superintendent, Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET:$
PROGRAM EVALUATION:The effectiveness of the actions of this intervention will be evaluated both periodically and annually by the school’s leadership team using CWTs, TLIs, STAR, NRT, and CRT as appropriate. The results from this year data state, all teachers are users of learning strategies which will increase student achievement shown through some gains.
Action Type: Program Evaluation
 Nolan Bryant, Principal; Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • District Staff
  • Teachers
ACTION BUDGET:$
Teachers will be trained to utilize strategies to “close the achievement gap” so more students, including Hispanic, Students with Disabilities, and Economically Disadvantaged Students, may achieve. These strategies include: (1) Teach what is tested; (2) Teach it the way it is tested; and (3) vary the way it is taught.
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
 Nolan Bryant Start: 07/01/2009
End: 06/30/2010
    ACTION BUDGET:$
    The Leadership Team will engage in collaborative efforts to determine solutions and share responsibilities in bringing about the reform needed to close the achievement gaps between all students, including but not limited to gender and ethnicity.
    Action Type: Collaboration
    Action Type: Equity
    		 Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET:$
    The Intervention Coach will mentor teachers in the implementation of high yield strategies, analyzing intermittent assessments (TLI) to drive instruction, and differentiated instruction strategies.
    Action Type: Collaboration
    Action Type: Professional Development
    		 Randi Isely, Literacy Coach Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Academic improvement plans will be developed and updated in partnership with parents for non-proficient students in order to improve test scores and will be housed with the Literacy Coach. Copies will be distributed to the regular and remediation teachers.
    Action Type: AIP/IRI
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    		 Principal, Literacy Coach Start: 07/01/2009
    End: 06/30/2010
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Students will receive instruction from Highly Qualified teachers within the district which has recruited and maintained those Highly Qualified employees.
    		Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET:$
    Teachers will utilize bell ringer cross curriculum activities to enhance literacy skills.
    Action Type: Collaboration
    		 Faculty Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    • Teaching Aids
    • Title Teachers
    ACTION BUDGET:$
    TLI assessments will be used by all English teachers, including special education teachers, to assist in assessment of students’ reading and writing skills.
    Action Type: Collaboration
    Action Type: Special Education
    		 Randi Isely, Literacy; Faculty Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers will be trained further in formative assessment to assist in assessment of student literacy skills in cooperation with The Learning Institute.
    Action Type: Professional Development
    Action Type: Technology Inclusion
    		 District Staff and Building Administrators Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    A formative assessment will be used quarterly by all English teachers to assist in assessment of students reading and writing skills.
    Action Type: AIP/IRI
    		 Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers, including Special Education teachers, pre-AP and AP teachers, will use research based strategies: i.e. high yield strategies, questioning that promotes higher order of thinking, and differentiated instruction strategies to increase problem solving skills across the curriculum. Action Type: Equity Action Type: Special Education
    Action Type: Equity
    Action Type: Special Education
    		 Nolan Bryant, Principal and Faculty Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET:$
    Total Budget:$0
    Priority 2: Danville Middle School students will demonstrate improved competency in Mathematics.
    Supporting Data:
    1. SIXTH GRADE MATH: In 2006, 77% of the Combined Population, 93% of the Caucasian Population, 59% of the Hispanic Population, RV% of the ELL Population, and 67% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- algebra strand open response (58%); Caucasian Population- algebra strand open response (67%); Hispanic Population- algebra strand open response (46%); ELL Population- algebra strand multiple choice(39%); and Economically Disadvantaged Population- algebra strand open response (51%). In 2007, 81% of the Combined Population, 88% of the Caucasian Population, 74% of the Hispanic Population, 48% ELL Population, 33% of the Students with Disabilities Population, and 81% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- data analysis and probability strand open response (57%); Caucasian Population- data analysis and probability strand multiple choice(76%); Hispanic Population- measurement strand open response (45%); ELL Population- data analysis and probability strand open response (49%); and Economically Disadvantaged Population- data analysis and probability strand open response (55%). In 2008, 92% of the Combined Population, 97% of the Caucasian Population, 89% of the Hispanic Population, 84 RV% of the ELL Population, and 75% of the Economically Disadvantaged Population, 75% Asian/Pacific Islanders Population, 89% Students with Disabilities scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- number operations strand open response; Caucasian Population- geometry strand open response (40%); Hispanic Population- measurement strand open response (40%); ELL Population- measurement strand open response (30%); and Economically Disadvantaged Population- measurement strand open response (47%); Asian/Pacific Populations. Students with Disabilities Population-. TREND ANALYSIS FINDINGS: A three-year trend analysis shows sixth grade students consistently struggle in open response across measurement, algebra, data interpretation and probability. SEVENTH GRADE MATH: In 2006, 56% of the Combined Population, 70% of the Caucasian Population, 38% of the Hispanic Population, and 42% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- data analysis and probability strand open response; Caucasian Population- data analysis and probability strand open response; Hispanic Population- measurement strand open response; Ell Population- algebra strand multiple choice; and Economically Disadvantaged Population- measurement strand open response. In 2007, 68% of the Combined Population, 76% of the Caucasian Population, 46% of the Hispanic Population, 18% of the Students with Disabilities Population, and 61% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- algebra strand open response (20%); Caucasian Population- algebra strand open response (57%); Hispanic Population- algebra strand multiple choice (58%); Students with disabilities - algebra strand open response (0%), and Economically Disadvantaged Population- algebra strand open response (18%). In 2008, 58% of the Combined Population, 56% of the Caucasian Population, 63% of the Hispanic Population, and 0% of the Economically Disadvantaged Population, 50% African American Population, 50% Asian/Pacific Islanders Population, 65% ELL Population, and 13% Students with Disabilities Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- Geometry strand open response; Caucasian Population- geometry strand open response; Hispanic Population- geometry strand open response; and Economically Disadvantaged Population- algebra strand open response; African American Population- Asian/Pacific Islanders Population- ELL Populations: TREND ANALYSIS FINDINGS: A three-year trend analysis shows seventh grade students consistently struggle in open response across measurement, algebra, and geometry. EIGHTH GRADE MATH: 2006, 53% of the Combined Population, 69% of the Caucasian Population, 31% of the Hispanic Population, and 51% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. ALGEBRA I: In 2006, 81% of the Combined Population, 85% of the Caucasian Population, 75% of the Hispanic Population, and 77% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- solving equations and inequalities strand open response; Caucasian Population- solving equations and inequalities strand open response; Hispanic Population- solving equations and inequalities strand open response; and Economically Disadvantaged Population- solving equations and inequalities strand open response. In 2007, 74% of the Combined Population, 96% of the Caucasian Population, 48% of the Hispanic Population, 20% of the ELL population, 100% of the Students with Disabilities population, and 63% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- data interpretations and probability strand open response (12%); Caucasian Population- data interpretations and probability strand open response 10%); Hispanic Population- data interpretations and probability strand open response (11%); ELL population- data interpretations and probability strand open response (11%); Students with disabilities - data interpretations and probability strand open response In 2008, 73% of the Combined Population, 83% of the Caucasian Population, 58% of the Hispanic Population, 67% of the Economically Disadvantaged Population, 100% African American Population, 50% ELL Population, and 0% Students with Disabilities scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. The weakest areas were as follows: Combined Population- polynomial operations and data interpretations and probability strand open response; Caucasian Population- polynomial operations and data interpretations and probability strand open response; Hispanic Population- polynomial operations and data interpretations and probability strand open response; and Economically Disadvantaged Population- polynomial operations and data interpretations and probability strand open response; Africa American Population, ELL Population- (19%); and Economically Disadvantaged Population- data interpretations and probability strand open response (12%). TREND ANALYSIS FINDINGS: A three-year trend analysis shows Algrebra I -EOC students consistently struggle in open response across polynomial operations, data interpretations and probability, and Solving equations and inequalities.
    2. The average ACT score on the mathematics subtest for 2007 graduating seniors is 19.8. The average ACT score on the mathematics subtest for 2006 graduating seniors is 20.7 and 18.4 in 2005.
    3. Iowa Test of Basic Skills: The following percent of students scored at or above the 50th percentile in each of the following groups. Sixth Grade - Math Concepts & Estimation 2005 75% Combined population (SS =56) 60% Hispanic population (SS = 25) 33% IEP population (SS = 12) 25% ELL population (SS = 8) 68% Economically Disadvantaged (SS = 37) 90% Caucasion population (SS = 30) Sixth Grade - Math Problem Solving & Data Interpretation 2005 68% Combined population (SS = 56) 56% Hispanic population (SS = 25) 17% IEP population (SS = 12) 0% ELL population (SS = 8) 62% Economically Disadvantaged (SS = 37) 80% Caucasion population (SS = 30) Sixth Grade - Math Total 2006 85% Combined population (SS = 58) 79% Hispanic population (SS = 24) 46% IEP population (SS = 11) 75% ELL population (SS = 4) 78% Economically Disadvantaged (SS = 40) 87% Caucasion population (SS = 31) 2007 67% Combined population (SS = 79) 67% Hispanic population (SS = 79) 33% IEP population (SS = 12) 56% ELL population (SS = 39) 56% Economically Disadvantaged (SS = 39) 77% Caucasion population (SS = 34) Trend Analysis Findings: Seventh Grade - Math Concepts & Estimation 2005 67% Combined population (SS =52) 45% Hispanic population (SS = 20) 22% IEP population (SS = 9) 0% ELL population (SS = 1) 60% Economically Disadvantaged (SS = 35) 85% Caucasion population (SS = 27) Seventh Grade - Math Problem Solving & Data Interpretation 2005 56% Combined population (SS = 52) 15% Hispanic population (SS = 20) 22% IEP population (SS = 9) 0% ELL population (SS = 1) 40% Economically Disadvantaged (SS = 35) 82% Caucasion population (SS = 27) Seventh Grade - Math Total 2006 67% Combined population (SS = 63) 52% Hispanic population (SS = 13) 10% IEP population (SS = 10) 50% ELL population (SS = 2) 61% Economically Disadvantaged (SS = 41) 76% Caucasion population (SS = 38) 2007 63% Combined population (SS = 59) 48% Hispanic population (SS = 25) 33% IEP population (SS = 12) 56% ELL population (SS = 9) 58% Economically Disadvantaged (SS = 40) 70% Caucasion population (SS = 30) Trend analysis Findings: Eighth Grade - Math Concepts & Estimation 2005 60% Combined population (SS =57) 45% Hispanic population (SS = 31) 15% IEP population (SS = 13) 0% ELL population (SS = 3) 47% Economically Disadvantaged (SS = 38) 78% Caucasion population (SS = 23) Eighth Grade - Math Problem Solving & Data Interpretation 2005 56% Combined population (SS = 57) 42% Hispanic population (SS = 31) 8% IEP population (SS = 13) 0% ELL population (SS = 3) 40% Economically Disadvantaged (SS = 38) 48% Caucasion population (SS = 23) Eighth Grade - Math Total 2006 65% Combined population (SS = 57) 48% Hispanic population (SS = 23) 33% IEP population (SS = 9) 0% ELL population (SS = 1) 63% Economically Disadvantaged (SS = 38) 78% Caucasion population (SS = 27) 2007 51% Combined population (SS = 56) 41% Hispanic population (SS = 22) 0% IEP population (SS = 9) 33% ELL population (SS = 3) 43% Economically Disadvantaged (SS = 35) 60% Caucasion population (SS = 31) Trend Analysis findings: Ninth Grade - Math Total 2006 44% Combined population (SS = 54) 28% Hispanic population (SS = 29) 50% IEP population (SS = 2) 32% Economically Disadvantaged (SS = 37) 57% Caucasion population (SS = 21) 2007 64% Combined population (SS = 58) 50% Hispanic population (SS = 28) 13% IEP population (SS = 8) 40% ELL population (SS = 10) 59% Economically Disadvantaged (SS = 41) 76% Caucasion population (SS = 25) Trend Analysis Findings:
    4. The current racial breakdown for Danville High School is 4% Asian Pacific Island; 3% African American; 1% Native American; 46% Hispanic; and 46% Caucasian.
    5. The current racial breakdown for Danville High School is 4% Asian Pacific Island; 3% African American; 1% Native American; 46% Hispanic; and 46% Caucasian.
    GoalMathematics scores will show a 5% improvement. All sixth grade students will demonstrate proficiency on open response in measurement, algebra, and data interpretation and probability. All seventh grade students will demonstrate proficiency on open response in measurement, algebra, and geometry. All eighth grade students will demonstrate proficiency on open response in measurement and geometry. All Algebra I students will demonstrate proficiency on open response in polynomial operations, data interpretations and probability, and solving equations and inequalities.
    BenchmarkIn 2006-07, the percent of sixth grade students scoring proficient on the Benchmark math exam was Caucasian 88%, Hispanic 74%, ELL 48%, and Economically Disadvantaged 81%. In 2007-08, 46.83% of all students in the sixth grade must score proficient or advanced. In 2008-09, 51.83% of all students in the sixth grade must score proficient or advanced. The Combined and Caucasian populations in sixth grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
    BenchmarkIn 2006-07, the percent of seventh grade students scoring proficient on the Benchmark math exam was Caucasian 76%, Hispanic 46%, Economically Disadvantaged 61%. In 2007-08, 46.83% of all students in the seventh grade must score proficient or advanced. In 2008-09, 51.83% of all students in the sixth grade must score proficient or advanced. The Combined and Caucasian populations in seventh grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced
    BenchmarkIn 2006-07, the percent of eighth grade students scoring proficient on the Benchmark math exam was Caucasian 63%, Hispanic 43%, and Economically Disadvantaged 41%. In 2007-08, 46.83% of all students in the eighth grade must score proficient or advanced. In 2008-09, 51.83% of all students in the sixth grade must score proficient or advanced. The Combined and Caucasian populations in eighth grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
    BenchmarkIn 2006-07, the percent of students scoring proficient on the End of Course Algebra I Exam was Caucasian 96%, Hispanic 48%, ELL 20%, and Economically Disadvantaged 63%. In 2007-08, 46.90% of all students taking the End of Course Algebra I exam must score proficient or advanced. In 2008-09, 51.83% of all students in the sixth grade must score proficient or advanced. The Combined and Caucasian populations taking the exam will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
    Intervention: Comprehensive Balanced Approach for Math
    Scientific Based Research: Tools for Teaching, Fred Jones, Fredic H. Jones & Associates, Inc. 2000
    Actions Person Responsible Timeline Resources Source of Funds
    The ASCIP plan will be reviewed and updated as needed.
    Action Type: Collaboration
    		 Nolan Bryant, Principal, Theresa Palmertree, ACSIP Chairperson, Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Danville Middle School will provide a variety of resources, curriculum, instruction, supplies and materials, to address the educational needs of its students including, but not limited to, Alternative Learning Environment through services purchased from Two River School District. The students served by this action include, but are not limited to, students in the following subgroups: ELL, Migrant, Economically Disadvantaged, and students receiving services under IDEA to remove barriers to learning. Materials and supplies to support math instruction that will be purchased include, but are not limited to, SmartBoard systems and graphing calculators.
    Action Type: Collaboration
    Action Type: Equity
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Beverly Patterson, Migrant Aid, Jan Cathey, Therapist, Amy St Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Outside Consultants
    • Teachers
    • Teaching Aids
    • Title Teachers
    ACTION BUDGET:$
    Teachers will receive instruction and training in developing, updating and maintaining student academic improvement plans to increase student achievement.
    Action Type: AIP/IRI
    Action Type: Professional Development
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach, Nolan Bryant, Principal Start: 07/01/2009
    End: 06/01/2010
    • Administrative Staff
    • Outside Consultants
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Math teachers will incorporate open-ended questions on homework and tests for sixth-, seventh- and eighth-grade mathematics, and eighth-grade Algebra I. Teachers will include problems that promote the use of higher-order thinking skills in homework at least once a week using Benchmark released items. Professional development will be provided as needed.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    		 Melissa Tatum, Diedre Thurman, Dusty Wright, Ryan Meyers, math teachers, and Ginny Huckaba, Curriculum Coordinator/Math Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Outside Consultants
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers will disaggregate student Benchmark Exam and End of Course Algebra I Test data to identify areas needing improvement in student achievement. Professional development will be provided as needed.
    Action Type: AIP/IRI
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach, Melissa Tatum, Ryan Meyers, Deidre Thurman, Dusty Wright, Math Teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers will periodically monitor the effectiveness of math instructional programs. This will include meeting as a math department once a month to develop and update syllabi, grading rubrics, work revision, planning reteaching of specific math strands when needed, and aligning the curriculum. Professional development will be provided as needed.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach, Melissa Tatum, Deidre Thurman, Ryan Meyers, Dusty Wright, Math Teacher Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    The Danville Middle School will use a math coach to facilitate and expand the math department. The math coach will organize curriculum, testing, and professional development for the math department. Outside consultants will be used to promote math development across the curriculum.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers will post lesson plans weekly on the school district's Edline. Teachers will contact (telephone or email) parents whose children who’s average grade falls below a “C” their class.
    Action Type: Parental Engagement
    Action Type: Technology Inclusion
    		 Nolan Bryant, Principal, Ron Laster, Technology Director Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Danville Middle School will utilize Focus testing a minimum of three times each year to monitor student achievement. After-school remediation will be provided to low-performing students for the purpose of improving student achievement.
    Action Type: Technology Inclusion
    		 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Special education students will receive support and services in the regular education classes, as documented in their IEP and modification sheets.
    Action Type: Collaboration
    Action Type: Special Education
    		 Tammy Rainey, LEA Supervisor, Richard Gash, Paula Wiley, Gary Kuca, Special Education Start: 07/01/2009
    End: 06/30/2010
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated both periodically and annually by the school’s leadership team using CWTs, TLIs,NRT, and CRT as appropriate. The results from this year data state, all teachers are users of learning strategies which will increase student achievement shown through some gains.
    Action Type: Program Evaluation
    		 Nolan Bryant, Principal; Ginny Huckaba, Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    In order to address learning styles of all students, including disadvantaged, special education, inclusion, AP and pre-AP students, audio/visual equipment, technology tools, appropriate software and other benefical teaching aids and manipulative will be purchased for classrooms.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Ginny Huckaba, Curriculum Coordinator, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    The Danville Middle School administration and faculty will implement the use of Coordinated Early Intervening Services (CEIS) strategies, Response to Intervention (RTI) strategies and other appropriate strategies.
    Action Type: Collaboration
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Nolan Bryant, Principal, Tammy Rainey, LEA Supervisor and Special Education Teachers Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    The Math Coach will be utilized to provide professional development, mentoring and coaching for teachers to successfully implement more cooperative learning strategies, project-based learning, and higher level learning questioning and feedback. These strategies will target at-rick students, including African American, Hispanic, Economically Disadvantaged, and Student with Disabilities. Multi-cultural concepts will be infused into the model lessons to aid the learning for our sub-populations.
    Action Type: Professional Development
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Horizontal and vertical alignment of courses, texts, and resources materials (graphing calculators, powerpoint presentations, DVD players, and manipulatives) will be implemented to correspond to Arkansas State Frameworks. The curriculum and textbook will be aligned through district pacing guides.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Technology Inclusion
    		 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coaches. Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    The math teachers that teach Pre-AP and AP classes will maintain current AP certification at Least every five years. Pre-AP and AP-certified teachers will share the concepts learned during training with other math teachers during math department meeting professional learning communities.
    Action Type: Collaboration
    Action Type: Professional Development
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach, Faculty Start: 07/01/2009
    End: 06/30/2009
    • Administrative Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    All teachers, including special education teachers, will participate in 60 required hours of professional development that includes six (6) hours of technology, two (2) hours of parent involvement, and two (2) hours of Arkansas History for instructors of history. An individual may be entitled to up to twelve (12) hours of professional development credit approval by the district/school which may be applied toward the 60 hours of professional development requirement for that time period at the beginning of each school year which is used to plan and prepare curriculum or develop other instructional activities pursuant to Act 1185 of 2005. We will create a professional development plan annually in compliance with Arkansas law and rules governing professional development which shall be a part of the ACSIP. Our school’s professional development plan complies with Arkansas law & rules by including the 3 hour college course as applicable to equal 15 hours (up to 30). For each administrator, the 60 hour professional development requirement shall include training in data disaggregation, instructional leadership, three hours of parental involvement and fiscal management.
    Action Type: Alignment
    Action Type: Professional Development
    Action Type: Technology Inclusion
    		 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
    End: 06/30/2009
    • Administrative Staff
    • Computers
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers of all subjects, including Special Education, Pre-AP and AP teachers will review the math frameworks and discuss in large and small group (professional development sessions and PLCs) How and where they can support the framework throughtout the curriculum.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    Action Type: Special Education
    		 Ginny Huckaba, Curriculum Coordinaor, Faculty Start: 07/01/2009
    End: 06/30/2009
    • Administrative Staff
    • Teachers
    ACTION BUDGET:$
    Graphing calculators will be furnished for student use in class and during testing. Teachers will be trained to use the graphing calculators.
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Technology Inclusion
    		 Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
    End: 06/30/2009
    • Administrative Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    In order to support teachers in their efforts to meet the needs of the students as they work to increase their achievement levels on the EOC exams, a mathematics intervention coach as been employed.
    Action Type: Collaboration
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2009
    • District Staff
    • Teachers
    ACTION BUDGET:$
    The Math and Science Departments will collaborate to insure that certain mathematical skills are taught the same in both content areas.
    Action Type: Collaboration
    		 Math and Science Faculty Start: 07/01/2009
    End: 06/30/2009
    • Teachers
    ACTION BUDGET:$
    Total Budget:$0
    Intervention: Support Through Focused Remediation for Math
    Scientific Based Research: Skills Connections, Tudor Publishing Co., San Diego, CA, version 1.7; ESL-Rosetta Stone Language Library, Fairfield Language Technology, Harrisonburg, VA, 2000; Out Numbered, the Learning Compass, 1993
    Actions Person Responsible Timeline Resources Source of Funds
    Danville Middle School will provide the materials, supplies, and resources necessary to implement the TI Navigator System and Compass Learning to enhance instruction in math that focuses on increased student achievement.
    Action Type: Professional Development
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coach, Ron Laster, Technology Director Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Outside Consultants
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    Teachers will require students that were non proficent on EOC and Benchmarks to show work, explain answers, and correctly label answers on open-response items and elsewhere in the curriculum, when appropriate.
    Action Type: AIP/IRI
    Action Type: Alignment
    Action Type: Collaboration
    		 Faculty Start: 07/01/2009
    End: 06/30/2010
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Special Education teachers will align their Math I and II curriculum with Arkansas math standards. Student performance will be evaluated using the student's alternative assessment portfolio for Math I and teacher-made tests for Math II.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Special Education
    		 Nolan Bryant, Principal, Gary Kuca, Paula Wiley, Richard Gash, Special Education Teachers Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated both periodically and annually by the school’s leadership team using CWTs, TLIs, NRT, and CRT as appropriate. The results from this year data state, all teachers are users of learning strategies which will increase student achievement shown through some gains.
    Action Type: Program Evaluation
    		 Nolan Bryant, Principal; Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    All students, including economically disadvantaged and special education students not served otherwise as specified by an IEP, who have not scored at the proficient level on the mathematics portion of the 8th Grade Benchmark, Algebra I, or Geometry End of Course exams will be placed into and appropriate remediation class. All seniors and those underclassmen who score Basic may elect to participate in the before/after school program which allows student to test out once they demonstrate proficiency in the identified areas of weakness. Below Basic students will be place in the appropriate remediation class.
    Action Type: AIP/IRI
    Action Type: Collaboration
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Ginny Huckaba, Curriculum Coordinator, Ben Rose, Counselor. Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Teachers and administrators attend professional development workshops provided by the district which Algebra and Benchmark assessments such as formative assessment and remediation.
    Action Type: Professional Development
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Total Budget:$0
    Intervention: Closing The Achievement Gap Through Math
    Scientific Based Research: Brazoxport ISD Closes Gaps in Student Performance Using Quality Business Approach, Education in Practice (1999).
    Actions Person Responsible Timeline Resources Source of Funds
    Teachers will continue to map the mathematics curriculum and use pacing guides in instruction; receiving professional development as needed.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    		 Ginny Huckaba, Math Coach/Curriculum Coordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Teachers will review results of NRT, CRT, and ACT results and use the data for planning instruction focused on improving student achievement and test scores.
    Action Type: Collaboration
    Action Type: Professional Development
    		 Nolan Bryant, Principal, Ginny Huckaba Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Performance Assessments
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated both periodically and annually by the school’s leadership team using CWTs, TLIs, NRT, and CRT as appropriate. The results from this year data state, all teachers are users of learning strategies which will increase student achievement shown through some gains.
    Action Type: Program Evaluation
    		 Nolan Bryant, Principal; Ginny Huckaba, Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Teachers will receive Professional Development in order to support improved student achievement in math.
    Action Type: Professional Development
    		 Nolan Bryant, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    Math Interventions Teachers, the Math Intervention Coach, and all classroom teachers who teach students scoring below proficient in math will work with parents to develop Academic Improvement Plans (AIPs) to help students improve their academic performance.
    Action Type: AIP/IRI
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Ginny Huckaba, Curriculum Coordinator/Math Coach, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Formative assessment will be conducted each quarter through collaboration with The Learning Institute.
    Action Type: Collaboration
    		 Ginny Huckaba, Curriculum Coordinator and Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Outside Consultants
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Bellringers will be utilized during math classes to reinforce previously taught concepts in curriculum.
    Action Type: Technology Inclusion
    		 Math Faculty Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    Total Budget:$0
    Priority 3: DMS will improve communication with parents and community, and increase parent involvement in school activities.
    Supporting Data:
    1. School connections among family and community positively impacts student achievement.
    2. Students earn higher grades and produce better test results when parents are actively involved in the educational process.
    3. Research indicates that parental involvement in a student's education results in higher graduation rates and higher numbers of students seeking post-secondary education. School year 07-08;40% of MS parents attended the open house/public meeting in the fall. Since implementating CAP conferences, parental involvement in this planning conference has increased yearly. 85% of parents of students in grades 6-8 attended.
    GoalTo increase student achievement and develop for parents an increased awareness of the educational process by 5%.
    BenchmarkDanville Middle School will continue to increase parental involvement in education through its Parent Facilitator and Parent Center.
    Intervention: DMS will employ a variety of modes to communicate with parents and community and provide ample opportunities for parent participation.
    Scientific Based Research: 2008 University of Illinois Board of Trustee, Helping Children Suceed in School.
    Actions Person Responsible Timeline Resources Source of Funds
    A Spanish-speaking parent liaison shall be employed to serve as a contact and resource person for Spanish speaking parents, assist parents with school and family needs.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Alan Love, Superintendent; George Griffiths, Liason Start: 07/01/2009
    End: 06/30/2010
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    CAP conferences will be held in the spring to inform parents of middle school students about how to be involved in the decisions affecting course selection, career planning, and preparation for post-secondary opportunities. Parents are given a brief survey at the end of the CAP conference, asking if the conference was beneficial in their opinion.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET:$
    Parent-Teacher conferences will be conducted in the fall and spring semesters. Parents shall be made aware of teacher conference times. Notice in the newspaper will be published at the end of the school year thanking parents for attending parent teacher conferences and participating in their child's educational process.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Alan Love, Superintendent, Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Community Leaders
    • Teachers
    ACTION BUDGET:$
    DMS will sponsor a wide variety of student academic, athletic and social extracurricular activities and encourage parents and the community to attend.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Alan Love, Superintendent; Nolan Bryant, Principal, Ginny Huckaba, Curriculum Cordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Teachers
    ACTION BUDGET:$
    A parental involvement coordinator will be designated and will coordinate efforts to involve parents and teachers.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Nolan Bryant, Principal; Phyllis Dickey, teacher; Ginni Huckaba, Curriculum Coordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    ACTION BUDGET:$
    DMS will host a Parent Involvement Meeting to report on the state of the school and an overview of what students will be learning; how students will be assessed; what parents should expect for their child's education; and how parents can assist and make a difference. Bi-language Informational Packets will be provided to each family. Parents will be informed on the school's process for resolving parental concerns. Student schedules will also be dispersed. Translators will be employed and made available; this exceeds state requirement.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Alan Love, Superintendent; Nolan Bryant, Principal; Phyllis Dickey, Parental Involvement Coordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    ACTION BUDGET:$
    PTO will hold monthly meetings to keep parents and teachers aware of issues and projects which the PTO will be addressing.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Parents, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Community Leaders
    • Teachers
    ACTION BUDGET:$
    PROGRAM EVALUATION: The effectiveness of this intervention will be evaluated periodically and annually using results from Parent Surveys throughout the year, CAP Conferences, Parent/Teacher Conference, and Parent Compact records. This data will serve as baseline data for future evaluation.
    Action Type: Program Evaluation
    		 Nolan Bryant, Principal; Phyllis Dickey, Parental Coordinator Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Non-Coach, Certified Personnel, will be appointed to the SIP, Supplemental Instruction Program for the athletic program for athletes whose GPA falls below a 2.00.
    Action Type: Collaboration
    		 Nolan Bryant, Principal, Chris Watson, Assistant Principal/Athletic Director, Ben Rose, Counselor Start: 07/01/2009
    End: 06/30/2009
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Danville Middle School will provide character education materials and speakers as well as familiy activities to promote drug free education and anti-bullying activities. In addition the district will sponsor communities service announcement on local radio stations promoting a drug free safe home environment.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Ben Rose, Counselor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Teachers
    ACTION BUDGET:$
    A parent survey will be distributed to all parents in Informational Packets asking if they would like to volunteer in school. Based on the results of the survey, the middle school volunteer resource directory will be updated and distributed to teachers for use in their classrooms.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    		 Phyllis Dickey, Parent Facilitator Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET:$
    Lesson Plans will be posted weekly on edline through gradequick. Homework and class information will be available to parents via Edline, email, telephone, and parent communication.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Total Budget:$0
    Priority 4: DMS will assist student improve their health and wellness.
    Supporting Data:
    1. Danville Middle School Body Mass Index Data indicates the following percentages of students who are indexed as overweight or at risk of overweight: SY 2007-08: Males ...50% Females ...50% SY 2006-07: Males ...52 % Females ...24% SY 2005-06: Males ...45.3% Females...43.4% SY 2004-05: Males... 39% Females...38.4%
    2. The tabulation of the surveys for the School Health Index resulted in the following module scores. Module I - School Health and Safety Policies and Environment...68% Module 2 - Health Education ... 92% Module 3 - Physical Education and Other Physical Activity Programs ... 79% Module 4 - Nutrition Services ... 71% Module 8 - Family and Community Involvement ... 44%
    3. Free and Reduced Price Meal Eligibility: 2004-05 ...49% Free, 6% Reduced 2005-06 ...53% Free, 14% Reduced 2006-07 ...54% Free, 14% Reduced 2007-08 ...69% Free, Number of migrant students: 2004-05 ...20 2005-06 ...20 2006-07 ...19
    4. Yell County Unemployment Rate: 2004 ...5.0% 2005 ...4.0% 2006 ...4.5% 2007 ...4.6% 2008 ...4.3% Yell County Percent Population in Poverty 2003 - 15.6% Hometown Health Data: Yell County Medicaid Eligible Children- 65%
    GoalDMS will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.
    BenchmarkBy the SY 2008-2009 there will be a decrease of the average Body Mass Index for students by 1/2% as evaluated by the annual Body Mass Index Screening.
    Intervention: Health & Wellness
    Scientific Based Research: Journal of American Dietetic Association, 103 (7: 887-93. 2003. NAL Call Number: 389.8 Am34 Position of the American Dietetic Association: Child and adolescent food and nutrition programs. J. Stang, C.T. Bayerl. Clinical Pediatrics, 40(2): 63-70.2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during early childhood.
    Actions Person Responsible Timeline Resources Source of Funds
    Danville Middle School will implement and adhere to the District's policy eliminating advertising of food and beverages on school property.
    Action Type: Collaboration
    Action Type: Professional Development
    Action Type: Wellness
    		 Nolan Bryant, Principal; Ginger Laster, Nurse; District Health Committee Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET:$
    Danville Middle School will ensure that the Wellness Committee will observe and assist in the evaluation of the various methods used to distribute and collect free and reduced price meal application as well as the student collection procedures to support the Child Nutrition Director in making appropriate changes that improve access to the program by all students.
    Action Type: Collaboration
    Action Type: Parental Engagement
    Action Type: Wellness
    		 Nolan Bryant, Principal; Ginger Laster, Nurse; District Health Committee Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Danville Middle School will align and implement the current Arkansas Nutrition and Physical Education and Physical Activity Standards and Arkansas Curriculum Frameworks, Resources, professional development opportunities and training will be provided to increase knowledge and advance skills for successful implementation.
    Action Type: Program Evaluation
    Action Type: Wellness
    		 Alan Love, Superintendent; Nolan Bryant, Principal; Ginny Huckaba, Curriculum Coordinator; Ginger Laster, Nurse; Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Teachers
    ACTION BUDGET:$
    PROGRAM EVALUATION: The effectivness of the actions of this intervention will be evaluated by: Body Mass Index (BMI). This data will serve as baseline data for future evaluation.
    Action Type: Program Evaluation
    Action Type: Wellness
    		 Nolan Bryant, Principal; Ginger Laster, Nurse Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    ACTION BUDGET:$
    Students will be encouraged to take elective physical education classes when possible.
    Action Type: Collaboration
    Action Type: Parental Engagement
    Action Type: Wellness
    		 Ben Rose, Counselor, Faculty Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    ACTION BUDGET:$
    The school wellness plan will be evaluated by comparing the BMI results from previous years.
    Action Type: Collaboration
    Action Type: Technology Inclusion
    Action Type: Wellness
    		 Ginger Laster, Nurse, Health and Wellness Committee Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Total Budget:$0
    Priority 5: Danville School District will reduce the disproportionality of caucasian students to hispanic students in special education to within one (1) standard deviation of the state average by the end of the 2008-09 school year.
    Supporting Data:
    1. In 2007-08, of the identified special education students enrolled at Danville High School (grades 6-12), 47.4% were Caucasian, 46.2% were hispanic, 3.8% African American and less than 1% each for Native American and Asian Pacific. In 2006-07, of the identified special education students enrolled at Danville High School (grades 6-12), 49.2% were Caucasian, 44.3% were hispanic, 3.3% African American, 0% Native American and 3.3% Asian Pacific. In 2005-06, of the identified special education students enrolled at Danville High School (grades 7-12), 55.8% were Caucasian, 34.6% hispanic, 5.8% African American, 1.9% Asian and 1.9% Native American. Note: Danville Middle School was not a separate LEA until 2008-09.
    2. In 2007-08 the total enrollment breakdown of the combined student population of Danville High School (grades 6-12) was 46% caucasian, 46% hispanic, 3% African American and 4% Asian Pacific. In 2006-07, the total enrollment breakdown of the combined student population of Danville High School (grades 6-12) was 49% caucasian, 44% hispanic, 1% African American and 4% Asian Pacific. In 2005-06 the total enrollment breakdown of the combined student population of Danville High School (grades 6-12) was 52% caucasian, 40% hispanic, 3% African American, 1% Native American and 4% Asian Pacific. Note: Danville Middle School was not a separate LEA until 2008-09.
    3. In 2007-08, a total of 6 special education students transferred to Danville High School (grades 6-12) with the following breakdown: 4 caucasian, 1 hispanic and 1 Asian Pacific. In 2006-07, a total of 1 special education students transferred to Danville High School (grades 6-12); that student was caucasian. In 2005-06, a total of 2 special education students transferred to Danville High School (grades 6-12) with the following breakdown: 1 caucasian and 1 hispanic. Note: Danville Middle School was not a separate LEA until 2008-09.
    GoalThe Danville Middle School will reduce the relative proportion of caucasian students to hispanic students receiving special education services to within one standard deviation of the state average by the end of the 2008-09 school year.
    BenchmarkMeet state and federal guidelines to reduce the disproportionality of caucasian to hispanic students receiving special education services by the end of the 2008-2009 school year.
    Intervention: Refine pre-referral process to meet state and federal guidelines for student referral to and placement in the special education services program.
    Scientific Based Research: Scientific Based Research: Beck, Ray. (1995) Responding to Individual Differences in Education. Longmont, CO: Sopris West Educational Services.
    Actions Person Responsible Timeline Resources Source of Funds
    A pre-refferal committee will be formed, consisting of principal, counselor, teacher and special education designee and a referral process will be implemented. PROGRAM EVALUATION: The effectiveness of this action will be evaluated by comparing the number of students referred to and placed in special education services to previous years' data. This will be ongoing for two school years, 2008-2010.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Parental Engagement
    Action Type: Program Evaluation
    Action Type: Special Education
    		 Nolan Bryant, Principal; Tammy Rainey, LEA Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Teachers
    ACTION BUDGET:$
    Special Education will receive money for supplies and materials to work with special education students. All research-based materials will be approved by the principal and literacy and math coaches. PROGRAM EVALUATION: A record of all supplies purchased will be kept separate and identified as special education. This will be ongoing for two school years, 2008-2010.
    Action Type: Collaboration
    Action Type: Program Evaluation
    Action Type: Special Education
    		 Nolan Bryant, Principal; Tammy Rainey, LEA Supervisor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Teachers
    ACTION BUDGET:$
    Teachers will implement the use of Coordinated Early Intervening Services (CEIS) strategies, Response to Intervention (RTI) strategies and other appropriate strategies with the goal of reducing the disproportionality of caucasian students to hispanic students receiving special education services. PROGRAM EVALUATION: Special education enrollment data will be examined. This will be ongoing for two school years, 2008-2010.
    Action Type: Program Evaluation
    Action Type: Special Education
    		 Nolan Bryant, Principal; Tammy Rainey, LEA Supervisor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET:$
    Teachers responsible for working with students in the regular classroom who are at risk of being referred for special education services will be provided with professional development training in Comprehensive Early Intervening Services (CEIS), the Response-to-Intervention (RTI) strategies and other instructional strategies. PROGRAM EVALUATION: Examination of special education student enrollment for caucasian and hispanic students during the school years 2008-09 and 2009-10 for proportionality will be conducted.
    Action Type: Professional Development
    Action Type: Special Education
    		 Nolan Bryant, principal, Tammy Rainey, LEA Supervisor, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET:$
    Total Budget:$0
    Priority 6: The Supplemental Spending will directly enhance school performance in school Literacy and Math.
    Supporting Data:
    1. See Literacy and Math data in Priorities 1 and 2.
    GoalLiteracy and Math scores on the state mandated tests will show an improvement for student in Danville Middle School.
    BenchmarkThe Combined and Caucasian populations taking the state mandated test will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups proficient or advanced.
    Intervention: Supplemental Spending for Literacy and Math
    Scientific Based Research: 1. Marzano, Rober J. What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD. 2003 2. Gabrell, Linda B., Morrow, Lesley Mandel, and Pressley, Michael, editors. Best Practices in Literacy Instruction. New York: Guilfor Press, 2007
    Actions Person Responsible Timeline Resources Source of Funds
    In order to address then learning styles of all students, including disadvantaged, special education, inclusion, AP and pre-AP students, audio/visual equipment, technology tools, appropriate software and other beneficial teaching aids and manipulative will be purchased for classrooms.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Special Education
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Computers
    • District Staff
    • Teachers
    • Teaching Aids
    General Revenue:$4000.00
    ACTION BUDGET:$4000
    Danville Middle School will provide a variety of resources, to include curriculum, instruction, supplies and materials, to address the educational needs of it’s students including Alternative Learning Environments through services purchased from the Two Rivers School District, but not limited to students in the following subgroups: ELL, Migrant, Economically Disadvantaged, and students receiving services under IDEA to remove barriers to learning. NSLA, and ELL funding will be used to pay a portion of a qualified paraprofessional’s salary and substitute salary when necessary for data desegregation in math/literacy along with teaming interventions. ELL funding will be used to purchase equipment for use with ELL program including but not limited to computers with ELL students.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/0210
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    ALE (State-275) - Materials & Supplies:$4750.00
    ALE (State-275) - Purchased Services:$7500.00
    ACTION BUDGET:$12250
    Danville Middle School will TLI test a minimum of three times each year to monitor students achievement. Danville High School will offer after school remediation for law performing students. Substitutes will be used when necessary to cover teacher’s classes when TLI tests are being made. Title I funds will be used to pay for salaries and benefits for substitutes and registration fees and travel for teachers to attend professional development in math to improve student
    Action Type: Professional Development
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Teachers
    Title I - Purchased Services:$1501.44
    ACTION BUDGET:$1501.44
    Teachers responsible for working with students in the regular classroom who are at risk of being referred for special education services will receive professional development training in Coordinated Early Intervening Services (CEIS) Response-to –Intervention (RTI) and other instructional strategies.
    Action Type: Professional Development
    Action Type: Special Education
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Outside Consultants
    • Teachers
    General Revenue:$1000.00
    ACTION BUDGET:$1000
    The district will purchase Accelerated Reading materials (books and software) to use as supplementary reading strategy in improving reading skills. The district will monitor periodically the effectiveness of this program. The District will use its NSLA funds to purchase additional library books. Funds will be used to purchase the STAR Reading Assessment tools and participate in TLI testing to monitor student progress.
    Action Type: AIP/IRI
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 06/30/2009
    End: 07/01/2010
    • Administrative Staff
    • Computers
    • District Staff
    • School Library
    • Teachers
    NSLA (State-281) - Materials & Supplies:$7500.00
    NSLA (State-281) - Purchased Services:$1362.00
    ACTION BUDGET:$8862
    For ELL, Migrant, and Special Education students performing less that proficient, the district will provide parents various materials and resources to assist in their child’s literacy acquisition. Compass Learning will be utilized in the classrooms. ELL portion of a certified teacher’s salary (.5FTE’S) and a portion of Migrant Paraprofessional.
    Action Type: Parental Engagement
    Action Type: Special Education
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    • Teaching Aids
    NSLA (State-281) - Materials & Supplies:$2000.00
    ELL (State-276) - Materials & Supplies:$1413.00
    ELL (State-276) - Employee Benefits:$4133.75
    ELL (State-276) - Employee Salaries:$16535.00
    Special Grants:$6452.37
    ACTION BUDGET:$30534.12
    NSLA funding will be used to pay a portion of certified teachers’ salaries to conduct the after school program and Saturday’s tutorial program. Substitutes will be used when necessary to cover teacher’s classes when TLI tests are being made.
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    NSLA (State-281) - Employee Salaries:$5000.00
    NSLA (State-281) - Employee Benefits:$542.00
    NSLA (State-281) - Materials & Supplies:$500.00
    ACTION BUDGET:$6042
    Professional Development will be provided on Grade Quick, Edline, School Dude, and SmartBoard to enhance improvement in literacy and Math Professional Development funds will be used to pay for salaries and benefits for substitutes and registration fees and travel for teachers to attend professional development in literacy/math to improve student achievement. (State 223)
    Action Type: Professional Development
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Outside Consultants
    • Teachers
    Title I - Purchased Services:$1500.00
    PD (State-223) - Purchased Services:$1000.00
    ACTION BUDGET:$2500
    Danville Middle School will utilize a Math and Literacy Coach to facilitate and expand the math department’s focus on student learning and achievement, curriculum development, TLI testing, and professional development as needed. Outside consultants will be used to promote math & literacy development across the curriculum. Materials and supplies including, but not limited to SmartBoard systems (Budgeted in District plan) and graphing calculators will be purchased to support student learning of mathematics and literacy. This exceeds state requirements.
    Action Type: Alignment
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Outside Consultants
    • Teachers
    • Teaching Aids
    NSLA (State-281) - Capital Outlay:$10000.00
    NSLA (State-281) - Materials & Supplies:$5000.00
    NSLA (State-281) - Employee Benefits:$2960.58
    NSLA (State-281) - Employee Salaries:$11207.50
    ACTION BUDGET:$29168.08
    Danville Middle School will provide the resources necessary to implement the TI Navigator System and Compass Learning to enhance instruction in math. Compass Learning will be used to enhance instruction in literacy. The Compass Learning system will also be used for math/literacy remediation purposes to improve student achievement. NSLA funds will be used to pay a portion of a qualified paraprofessional, if necessary. This exceeds state requirements.
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Teachers
    NSLA (State-281) - Capital Outlay:$10000.00
    ACTION BUDGET:$10000
    Online subscriptions to Compass Learning will be purchased to provide support to students needing remediation in coursework. Professional development will be provided to teachers in the incorporation of the software in the instruction of students.
    Action Type: Professional Development
    Action Type: Technology Inclusion
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • District Staff
    • Outside Consultants
    • Teachers
    PD (State-223) - Purchased Services:$1000.00
    ACTION BUDGET:$1000
    ARMAC funds will be used to purchase health related equipment and supplies. Medicaid reimbursement funds will be used in conjunction with Title VI-B to provide Occupational/Physical and speech therapy and a health care aide to assist physically challenged students. NSLA funds will be used to hire a consulting nurse to cordinate with the school nurse to help promote a healthy school environment. This exceeds state requirements.
    Action Type: Wellness
    		 Alan Love, Superintendent, Nolan Bryant, Principal, Faculty Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Outside Consultants
    • Teachers
    Special Grants:$19700.00
    NSLA (State-281) - Purchased Services:$1200.00
    ACTION BUDGET:$20900
    Participants in athletic competitions who have less than a 2.0 grade point attend SIP, the Supplemental Instruction Program. Students must be present for at least 100 minutes a week of extra instruction to help them bring their grade point up. A non-coach certified instructor will be appointed.
    Action Type: Collaboration
    		 Nolan Bryant, Principal, Chris Watson, Assitant Principal/Athletic Director, Ben Rose Counselor Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    General Revenue:$1788.00
    ACTION BUDGET:$1788
    A Spanish-speaking parent liaison shall be employed to serve as a contact and resource person for Spanish speaking parents, assist parents with school and family needs with a .25 FTE.
    Action Type: Parental Engagement
    		 Alan Love, Superintendent, Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    ELL (State-276) - Employee Benefits:$2070.07
    ELL (State-276) - Employee Salaries:$5201.45
    ACTION BUDGET:$7271.52
    A paid parental involvement coordinator (NSLA Funds) (exceeding state requirement) will be designated and will coordinate efforts to involve parents, teachers, and people from the community.
    Action Type: Parental Engagement
    		 Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    NSLA (State-281) - Employee Benefits:$78.00
    NSLA (State-281) - Employee Salaries:$375.00
    NSLA (State-281) - Materials & Supplies:$0.00
    ACTION BUDGET:$453
    Special Education will receive money for supplies and materials to work with special education students. (CEIS funds will not be used to make these purchases.) All research-based materials will be approved by the principal and literacy and math coaches.
    Action Type: Collaboration
    Action Type: Special Education
    		 Nolan Bryant, Principal Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    • Teaching Aids
    Special Grants:$2000.00
    ACTION BUDGET:$2000
    A remediation teacher will be employed by the district to provide interventions during the school day for those students who have not scored at or above proficient on the state exams.
    Action Type: AIP/IRI
    		 Alan Love, Superintendent Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    NSLA (State-281) - Employee Benefits:$3968.56
    NSLA (State-281) - Employee Salaries:$15066.15
    ACTION BUDGET:$19034.71
    Total Budget:$158304.87
  • Planning Team

    Classification Name Position Committee
    Classroom Teacher Carol Gray Art Teacher Math
    Classroom Teacher Chris Watson Assistant Principal/Athletic Director Health & Wellness
    Classroom Teacher Christy Dumas Language Arts/Parent Literacy
    Classroom Teacher Dusty Wright Math Teacher/Coach Math
    Classroom Teacher Emily York Science Teacher Math
    Classroom Teacher Gary Kuca Special Education Teacher Literacy
    Classroom Teacher James Dill ELL Teacher Literacy
    Classroom Teacher Jennifer Richardson Science Math
    Classroom Teacher Jessica Hatcher Science Math
    Classroom Teacher Josh Richards Language Arts Literacy
    Classroom Teacher Julie Rutherford Band Math
    Classroom Teacher Kevin Moore Teacher Health and Wellness
    Classroom Teacher Melissa Tatum Math Teacher Math
    Classroom Teacher Phyllis Dickey Parental Involvement Coordinator Parental Involvement
    Classroom Teacher Richard Gash Special Education Teacher Math
    Classroom Teacher Ryan Meyers Math Teacher/Coach Health & Wellness
    Classroom Teacher Stacey Spikes Vocational Business Teacher/Parent Math
    Classroom Teacher Theresa Palmertree Reading/Social Studies/Parent Literacy
    Classroom Teacher ZachHettinga Social Studies/Coach Health & Wellness
    District-Level Professional Ben Rose Counselor Planning
    District-Level Professional Ginny Huckaba Curriculum Coordinator/Math Coach Math
    District-Level Professional Kim Foster Librarian Literacy
    District-Level Professional Randy Isely K-12 Literacy Coach Literacy
    District-Level Professional Ron Laster Technology Coordinator Math
    Non-Classroom Professional Staff Beverly Patterson Migrant Literacy
    Non-Classroom Professional Staff George Griffiths Instructional Aide Literacy
    Non-Classroom Professional Staff Juanita Patton Cafeteria Clerk Math
    Non-Classroom Professional Staff Leah Roddy Instructional Aide Parental Involvement
    Non-Classroom Professional Staff Marsha Tramel Nutritionist Health & Wellness
    Non-Classroom Professional Staff Ramona James Instructional Aide Literacy
    Non-Classroom Professional Staff Richard Morton Technology Math
    Parent Cindy Vasquez Parent Literacy
    Parent Jan Cathey Parent Parental Involvement
    Parent Lauren Redfern Parent Literacy
    Parent Nohemi Gomez Parent Literacy
    Principal Nolan Bryant Principal Planning