School Plan

S.C. TUCKER ELEMENTARY SCHOOL

Arkansas Comprehensive School Improvement Plan

2009-2010


The mission of S.C. Tucker Elementary School is learning for all. Our goal is to improve literacy and math achievement by providing a challenging and relevant curriculum which will also develop skills in critical thinking, technology, and social interaction to enable our students to become responsible, productive citizens.

Grade Span: K-5 Title I: Title I Schoolwide School Improvement: SI_M

Table of Contents

Priority 1: Literacy.
    Goal: All third and fourth grade students will demonstrate proficiency on open response in content reading passages as well as multiple choice in the writing domain. All fifth grade students will demostrate proficiency in multiple choice on content reading passages as well as in multiple choice in the writing domain.
Priority 2: Mathematics
    Goal: All third grade students will demostrate proficiency in open-response in number operations, measurement, and data intrepretation and probability. All fourth and fifth grade students will demonstrate proficiency in open response in data interpretation and probability as well as measurement.
Priority 3: Wellness
    Goal: S.C. Tucker Elementary School 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. Educational service announcements and materials will encourage students to be drug-free and make intelligent life choices.
Priority 4: Special Education
    Goal: S.C. Tucker Elementary 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 2008-2009 school year.
Priority 5: Title III
    Goal: All third, fourth and fifth grade Hispanic students will demonstrate proficiency on the literacy and math Benchmark Exams.
Priority 6: .Supplemental Spending
    Goal: Literacy and Math scores for state-mandated tests will show an improvement for students at S. C. Tucker Elementary.
Priority 1: All students will improve literacy skills.
Supporting Data:
  1. THIRD GRADE LITERACY: In 2006, 68% of the Combined Population, 77% of the Caucasian Population, 61 % of the Hispanic Population, 58% of the ELL Population, and 62% 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 content and style; Caucasian Population- practical reading open responses and the writing domains content and style; Hispanic Population- content reading open responses and the writing domains content and style; Ell Population- literary reading open responses and the writing domains sentence formation and usage; and Economically Disadvantaged Population- content reading open responses and the writing domains content and style. In 2007, 83% of the Combined Population, 89% of the Caucasian Population, 77 % of the Hispanic Population, 82% of the ELL Population, and 74% 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 (50%)and the writing domain multiple choice(75%); Caucasian Population- content reading open responses (57%)and the writing domain multiple choice(75%); Hispanic Population- content reading open response (39%) and the writing domain multiple choice (75%); ELL Population- content reading open responses (42%) and the writing domain multiple choice (78%); and Economically Disadvantaged Population- content reading open responses (43%)and the writing domains multiple choice (73%); and Students with Disabilities- content reading open responses (10%)and the writing domains multiple choice(55%). In 2008, 67.1% of the Combined Population, 82.1% of the Caucasian Population, 56.4% of the Hispanic Population, 50% of the ELL Population, and 60% 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 content and style; Caucasian Population- practical reading open responses and the writing domains content; Hispanic Population-literary reading open responses and the writing domains content and style; Ell Population- practical reading open responses and the writing domains multiple choice; and Economically Disadvantaged Population-literary reading open responses and the writing domains content and style. TREND ANALYSIS FINDINGS A three-year trend analysis shows third grade students consistently struggle on open response across content reading passage types as well as in the writing domain multiple choice and open response. FOURTH GRADE LITERACY: In 2006, 73% of the Combined Population, 67% of the Caucasian Population, 80% of the Hispanic Population, 10% of the IEP Population, and 72% 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- literaryreading open responses and the writing domains multiple choice; Hispanic Population- content reading open responses and the writing domains multiple choice; Ell 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, 64% of the Combined Population, 77% of the Caucasian Population, 52% of the Hispanic Population, 52% of the ELL 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 (35%)and the writing domains multiple choice(63%); Caucasian Population- content reading open responses (40%)and the writing domain multiple choice(72%); Hispanic Population- content reading open response (35%) and the writing domain multiple choice (55%); Economically Disadvantaged Population- content reading open response (31%)and the writing domains multiple choice (57%); ELL content reading open response (34%)and the writing domains multiple choice(56%); and Students with Disabilities- content reading open response (28%)and the writing domains multiple choice(43%). In 2008, 7%6.1 of the Combined Population, 78.8% of the Caucasian Population, 77.4% of the Hispanic Population, 81.5% of the ELL Population, and 66.7% 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 and practical reading open responses and the writing domains multiple choice; Hispanic Population- practicalreading open responses and the writing domains multiple choice; Ell 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. TREND ANANYSIS FINDINGS: A three-year trend analysis shows fourth grade students consistently struggle on open response across content reading passage types as well as in the writing domain multiple choice. FIFTH GRADE LITERACY: In 2006, 52% of the Combined Population, 65% of the Caucasian Population, 43% of the Hispanic Population, 24% of the ELL Population, and 47% 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; Ell Population- literary 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, 70% of the Combined Population, 71% of the Caucasian Population, 63% of the Hispanic Population, 50% of the ELL Population, and 65% of the Economically Disadvantaged Population scored at or above the proficiency level on the Benchmark Exam. No other subgroups were applicable. Combined Population- content reading open response (58%)and the writing domains multiple choice(59%); Caucasian Population- content reading open response (60%)and the writing domains multiple choice(65%); Hispanic Population- content reading open response (53%) and the writing domains multiple choice (51%); Economically Disadvantaged- content reading open response (32% and the writing domain multiple choice (36%); ELL content reading open response (49%)and the writing domains multiple choice(41%); and Students with Disabilities- content reading open response (52%)and the writing domains multiple choice(54%). In 2008, 62.7% of the Combined Population, 90.5% of the Caucasian Population, 39.3% of the Hispanic Population, and 33.3% 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- content reading open responses and the writing domains multiple choice; Ell 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. TREND ANANYSIS FINDINGS: A three-year trend analysis shows fifth grade students consistently struggle on open response across content reading passage types as well as in the writing domain multiple choice.
  2. Iowa Test of Basic Skills 2006/07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Kindergarten – Vocabulary 2006 41% Combined Population (SS-59), 8% Hispanic population (SS=27) 0% ELL population (SS =16) 28% Economically Disadvantaged (SS = 39) 70% Caucasian (SS = 30) 2007 41% Combined Population (SS-81), 14% Hispanic population (SS=42) 38% IEP population(SS = 8) 11% ELL population (SS =35) 21% Economically Disadvantaged (SS = 58) 72% Caucasian (SS = 32) Kindergarten –Word Analysis 2006 71% Combined Population (SS-59), 70% Hispanic population (SS=27) 75% ELL population (SS =16) 64% Economically Disadvantaged (SS = 39) 73% Caucasian (SS = 30) 2007 54% Combined Population (SS-81), 40% Hispanic population (SS=42) 25% IEP population(SS = 8) 43% ELL population (SS =35) 47% Economically Disadvantaged (SS = 58) 72% Caucasian (SS = 32) Kindergarten –Listening 2006 68% Combined Population (SS-59), 48% Hispanic population (SS=27) 38% ELL population (SS =16) 59% Economically Disadvantaged (SS = 39) 83% Caucasian (SS = 30) 2007 52% Combined Population (SS-81), 31% Hispanic population (SS=42) 25% IEP population (SS = 8) 29% ELL population (SS =35) 38% Economically Disadvantaged (SS = 58) 72% Caucasian (SS = 32) Kindergarten –Language 2006 56% Combined Population (SS-59), 37% Hispanic population (SS=27) 25% ELL population (SS = 16) 44% Economically Disadvantaged (SS = 39) 70% Caucasian (SS = 30) 2007 48% Combined Population (SS-81), 31% Hispanic population (SS=42) 25% IEP populaton (SS = 8) 31% ELL population (SS = 35) 32% Economically Disadvantaged (SS = 58) 66% Caucasian (SS = 32) Trend Analysis Finding: Trend analysis shows students consistently struggle on the vocabulary, operational language, and preposition: relationships subskills in literacy. Iowa Test of Basic Skills 2006/07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. First Grade – Reading Total 2006 58% Combined Population (SS-67), 45% Hispanic population (SS=31) 22% ELL population (SS =23) 48% Economically Disadvantaged (SS = 50) 73% Caucasian (SS = 33) 2007 52% Combined Population (SS-69), 41% Hispanic population (SS=42) 25% IEP population (SS=4) 33% ELL population (SS =33) 40% Economically Disadvantaged (SS = 55) 70% Caucasian (SS = 27) 2008 37% Combined Population (SS-81), 28% Hispanic population (SS=44) 19% ELL population (SS=39) 31% Economically Disadvantaged (SS=59) 63% Caucasian (SS=33 ) First Grade –Language Total 2006 70% Combined Population (SS-65), 65% Hispanic population (SS=31) 57% ELL population (SS =23) 64% Economically Disadvantaged (SS = 50) 79% Caucasian (SS = 33) 2007 57% Combined Population (SS-69), 50% Hispanic population (SS=42) 25% IEP population (SS=) 39% ELL population (SS =) 47% Economically Disadvantaged (SS = ) 67% Caucasian (SS = ) Trend Analysis Findings: Trend analysis shows students consistently struggle on the vocabulary, phonological awareness, and usage and expression subskills in literacy. Iowa Test of Basic Skills 2006/07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Second Grade – Reading Total 2006 58% Combined Population (SS-73), 39% Hispanic population (SS=36) 0% IEP Population (SS = 6) 28% ELL population (SS =29) 47% Economically Disadvantaged (SS = 47) 75% Caucasian (SS = 36) 2007 61% Combined Population (SS=77), 50% Hispanic population (SS=44) 33% IEP population (SS = 6) 48% ELL population (SS =42) 56% Economically Disadvantaged (SS = 59) 80% Caucasian (SS = 30) 2008 39% Combined Population (SS-72), 21% Hispanic population (SS=39) 18.8% ELL population (SS =32) 30.8% Economically Disadvantaged (SS = 52) 63.3% Caucasian (SS = 30) Second Grade –Language Total 2006 68% Combined Population (SS-73), 47% Hispanic population (SS=36) 0% IEP population (SS =6) 41% ELL population (SS =29) 55% Economically Disadvantaged (SS = 47) 89% Caucasian (SS = 36) 2007 64% Combined Population (SS-77), 52% Hispanic population (SS=44) 33% IEP population (SS=6) 50% ELL population (SS =42) 56% Economically Disadvantaged (SS=59) 83% Caucasian (SS=30) Trend Analysis Findings: Trend analysis shows students consistently struggle on the vocabulary and inferential comprehension subskills in literacy. Iowa Test of Basic Skills 2006/07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Third Grade– Reading Comprehension Third Grade– Reading Total 2006 62% Combined Population (SS-58), 37% Hispanic population (SS=30) 20% IEP population (SS=5) 23% ELL population (SS =22) 52% Economically Disadvantaged (SS = 44) 89% Caucasian (SS = 26) 2007 65% Combined Population (SS=71), 52% Hispanic population (SS=31) 17% IEP population (SS=6) 58% ELL population (SS =26) 60% Economically Disadvantaged (SS = 47) 76% Caucasian (SS = 38) 2008 43.6% Combined Population (SS=78), 47.8% Hispanic population (SS=46) 33.3% IEP population (SS=6) 37.8% ELL population (SS =37) 46% Economically Disadvantaged (SS = 41) 57% Caucasian (SS = 37) Third Grade –Language Total 2006 86% Combined Population (SS-58), 83% Hispanic population (SS=30) 20% IEP population (SS=5) 86% ELL population (SS =22) 82% Economically Disadvantaged (SS = 44) 89% Caucasian (SS = 26) 2007 82% Combined Population (SS-71), 81% Hispanic population (SS=31) 0% IEP population (SS=6) 85% ELL population (SS =26) 75% Economically Disadvantaged (SS = 47) 84% Caucasian (SS = 38) Trend Analysis Findings: Trend analysis shows students consistently struggle on the vocabulary, words and affixes, and capitalization of names: organizations and groups subskills in literacy. Iowa Test of Basic Skills 2006/07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Fourth Grade– Reading Comprehension Fourth Grade– Reading Total 2006 57% Combined Population (SS=69), 40% Hispanic population (SS=30) 25% IEP population (SS=8) 22% ELL population (SS =9) 49% Economically Disadvantaged (SS = 47) 67% Caucasian (SS = 36) 2007 48% Combined Population (SS=59), 29% Hispanic population (SS=31) 0% IEP population (SS=8) 25% ELL population (SS =20) 35% Economically Disadvantaged (SS = 46) 76% Caucasian (SS = 25) 2008 85.1% Combined Population (SS-67), 61.3% Hispanic population (SS=31) 80% IEP population (SS=5) 82.1% ELL population (SS=28) 80.9% Economically Disadvantaged (SS=47) 76% Caucasian (SS = 33) Fourth Grade –Language Total 2006 84% Combined Population (SS=69), 90% Hispanic population (SS=31) 38% IEP population (SS = 8) 78% ELL population (SS =9) 85% Economically Disadvantaged (SS = 47) 75% Caucasian (SS = 36) 2007 73% Combined Population (SS=59), 71% Hispanic population (SS=31) 13% IEP population (SS=8) 75% ELL population (SS =20) 67% Economically Disadvantaged (SS = 46) 76% Caucasian (SS = 25) Trend Analysis Findings: Trend analysis shows students consistently struggle on the analysis and generalization, capitalization of names: organizations and groups, and apostrophe/quotes/colon/semi subskills in literacy. Iowa Test of Basic Skills 2006/07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Fifth Grade– Reading Comprehension Fifth Grade– Reading Total 2006 47% Combined Population (SS=78), 25% Hispanic population (SS=36) 0% IEP population (SS12) 0% ELL population (SS 18) 40% Economically Disadvantaged (SS = 57) 70% Caucasian (SS = 30) 2007 53% Combined Population (SS=70), 30% Hispanic population (SS=30) 22% IEP population (SS=9) 17% ELL population (SS =12) 40% Economically Disadvantaged (SS = 47) 67% Caucasian (SS = 36) Fifth Grade –Language Total 2006 45% Combined Population (SS=78), 36% Hispanic population (SS=36) 0% IEP population (SS =12) 22% ELL population (SS 18) 42% Economically Disadvantaged (SS = 57) 57% Caucasian (SS = 30) 2007 64% Combined Population (SS=70), 57% Hispanic population (SS=30) 33% IEP population (SS=9) 50% ELL population (SS =12) 64% Economically Disadvantaged (SS = 47) 67% Caucasian (SS = 36) Trend Analysis Findings: Trend analysis shows students consistently struggle on the vocabulary and organization of ideas subskills in literacy.
  3. In 2007 the current racial breakdown for S.C. Tucker Elementary is 3% Asian, 1% African American, 57% Hispanic, 0% Native American and 39% Caucasian. In 2006 the racial breakdown for S.C.Tucker Elementary was 3% Asian, 1% African American, 0% Native American, 51% Hispanic, and 45% Caucasian. In 2005 the racial breakdown for S.C. Tucker Elementary was 3% Asian, 2% African American, 0% Native American, 50% Hispanic, and 45% Caucasian.
  4. The average attendance rate for 2007-08 was 91.3%,2006-07 was 95.6% with the 2005-06 rate being 93.7%
  5. The Kindergarten Pre Test and Non-Academic Disaggregation...2008: On the kindergarten skills checklist, 13% of our students scored in the lowest level, 36% scored in level 2 and 51% scored in the highest level. 2007: On the kindergarten skills checklist, 12% of our students scored in the lowest level, 36% scored in level 2 and 49% scored in the highest level. 2006: On the kindergarten skills checklist, 13% of our students scored in the lowest level, 18% scored in level 2 and 69% scored in the highest level.
GoalAll third and fourth grade students will demonstrate proficiency on open response in content reading passages as well as multiple choice in the writing domain. All fifth grade students will demostrate proficiency in multiple choice on content reading passages as well as in multiple choice in the writing domain.
BenchmarkStudents will score proficient or advanced on the Benchmark literacy exam. In 2007-08, the percent of third grade students scoring proficient on the Benchmark literacy exam was Caucasian 82.1%, Hispanic 56.4%, ELL 50%, and Economically Disadvantaged 60%. In 2008-09, 56.8% of all students in the third grade must score proficient or advanced. The Caucasian, Hispanic, ELL, and Economically Disadvantaged populations in third grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
BenchmarkStudents will score proficient or advanced on the Benchmark literacy exam. In 2008-09, the percent of fourth grade students scoring proficient on the Benchmark literacy exam was Caucasian 78.8%, Hispanic 77.7%, ELL 81.5%, and Economically Disadvantaged 66.7%. In 2008-09, 56.8% of all students in the fourth grade must score proficient or advanced. The Caucasian, Hispanic, ELL, and Economically Disadvantaged populations in fourth grades will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
BenchmarkStudents will score proficient or advanced on the Benchmark literacy exam. In 2008-09, the percent of fifth grade students scoring proficient on the Benchmark literacy exam was Caucasian 90.5%, Hispanic 39.3%, ELL 33.3%,and Economically Disadvantaged 52.3%. In 2008-09, 56.8% of all students in the fifth grade must score proficient or advanced. The Caucasian, Hispanic, ELL, and Economically Disadvantaged populations in fifth grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
Intervention: S.C. Tucker Elementary will improve reading and writing skills with highly qualified teachers using a balanced literacy approach. Improvement will be assessed using Developmental Reading Assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), FOCUS (Formative Ongoing Classroom Understanding of Students and Standards)testing, and STAR Reading and STAR Early Literacy assessment.
Scientific Based Research: Strategies That Work, by Stephanie Harvey and Anne Goudvis 2007.
Actions Person Responsible Timeline Resources Source of Funds
ACTION 5: ELLA and ELF techniques and strategies as well as The Read Naturally program will be used with students including those qualifying for ELL, Special Education, and 504 interventions. This will be ongoing for two school years, 2008-2010.
Action Type: Equity
 Nancy Barrick, Principal, Kay Palmer, ELL, Teri Garner, Special Ed., Shelia Trusty, 504 Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
  • Title Teachers
ACTION BUDGET:$
ACTION 6: HQ teachers and staff will use assessment data gathered through DRA (Developmental Reading Assessment) and DIBELS ( Dynamic Indicators of Basic Early Literacy Skills) to determine individual student performance and plan appropriate instructional interventions to be recorded on the academic improvement plans (AIP's and IRI's) PARENTAL INVOLVEMENT: Parents will be active participates in the development of the AIP/IRI for their child. NSLA funding will be used to exceed the state mandated salary fund. A portion of each K-5 teacher will be funded in this manner, fund availability permitting. This will be ongoing for two school years, 2008-2010.
Action Type: AIP/IRI
Action Type: Program Evaluation
 K-5 teachers, Randy isely, literacy coach, Shelia Trusty, Counselor Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET:$
ACTION 3: Staff will be provided the opportunity to attend all follow-up PROFESSIONAL DEVELOPMENT TRAINING offered in the use of ELLA and ELF, especially those related to reading behavior, reading disposition, and reading knowledge. Staff will be provided the opportunity attend the mid-level reading conferences and in-service activities. Qualified substitutes will be employed using PD monies to cover the absence of classroom teachers. This exceeds state requirements and will be ongoing for two school years, 2008-2010.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
 Nancy Barrick, Principal, Arch Ford Co-op Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
ACTION 4: Teachers will use current grade level mapping for horizontal and vertical level planning to develop more open response questions, as well as activities to better assess student performance in literacy skills areas similar to those required by the Benchmark test for third, fourth, and fifth grade students. Teachers will also spend more time teaching students reading strategies. More levelized guided reading books will be purchased. PROFESSIONAL DEVELOPMENT that supports these activities will be provided. PD monies will be used to pay for the above actives. This exceeds state requirements and will be ongoing for two school years, 2008-2010.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
 Nancy Barrick, Principal, Randy Isely, literacy coach Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
ACTION 7: The principal and staff will evaluate effectiveness of the literacy instruction to monitor its effectiveness using Developmental Reading Assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), FOCUS (Formative Ongoing Classroom Understanding of Students and Standards)testing, and STAR Reading and STAR Early Literacy assessment. PROFESSIONAL DEVELOPMENT addressing the specific uses of each of these programs will be provided as needed. This exceeds state requirements and will be ongoing for two school years, 2008-2010.
Action Type: Professional Development
 Nancy Barrick, Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
ACTION 8: A literacy coach paid from these funds will be employed to assist with literacy instruction, providing PROFESSIONAL DEVELOPMENT to teachers and serving as a MENTOR to teachers. FTE = .5(NSLA). This exceeds state requirements and will be ongoing for two school years, 2008-2010.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Professional Development
 Nancy Barrick, Principal, Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET:$
ACTION 9: The principal assumes the role of instructional leader and is continously involved to monitor teaching and the learning process. The Title I committee and Federal coordinator will review and make recommendations in regard to the Title I monies spent. The principal will notify parents IN WRITING of the SCHOOL IMPROVEMENT STATUS of the school at the beginning of the school year. The principal will notify parents of the details regarding SUPPLEMENTAL EDUCATION SERVICES offered by state-approved vendors in writing in September as required for schools in School IMprovement Year 3.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
 Nancy Barrick, Principal, Title I Committee Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Community Leaders
  • District Staff
ACTION BUDGET:$
ACTION 10: Faculty and staff will promote the improvement of literacy skills by teaching across the curriculum in areas such as art, music, drama, and physical education/health. MENTORING teachers in those areas will take place as needed by literacy teachers and the K-12 literacy coach. PROFESSIONAL DEVELOPMENT will be provided to teachers in the use of appropriate instructional strategies. This will be ongoing for two school years, 2008-2010. NSLA funding will be used to pay a portion of a certified teacher's salary in areas that will exceed state standards; FTE = .5270 (NSLA).
Action Type: Collaboration
Action Type: Professional Development
 Julie Rutherford, Rebecca Shewmake, Doug Sanders, Randee Gilkey, Ginny Huckaba, Curriculum Coordinator, Randy Isely, K-1 Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
ACTION 2: Faculty and staff will provide tutorial time to reteach non-mastered areas and offer enrichment opportunity to increase student achievement in literacy. PROFESSIONAL DEVELOPMENT that addresses appropriate strategies will be provided as needed. S.C. Tucker Elementary is designated in school-wide for the purpose of Title I. Title I and NSLA funds will be used to pay a portion of qualified paraprofessionals' salaries; FTE = 1.5 (NSLA) and 2 (Title I). This exceeds state requirments and will be ongoing for two school years, 2008-2010.
Action Type: Professional Development
Action Type: Title I Schoolwide
 K-5 Teachers and Staff, Title I Teachers, Randy Isely, Literacy Coach Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Performance Assessments
  • Public Library
  • School Library
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET:$
ACTION 11: The class size of an Elementary grade level (K) will be reduced (1:15) by hiring another teacher for a position that exceeds state standards.
Action Type: Alignment
Action Type: Equity
 Jimmy Cunningham, Superintendent, Nancy Barrick , Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET:$
Action 13: PARENTAL INVOLVEMENT: Parent volunteers, such as "Watchdog Dads", will continue to be recruited to help tutor identified students that are struggling in literacy. This will be ongoing for two school years, 2008-2010.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
 Doug Sanders, parent coordinator; Michele Toman Start: 08/30/2009
End: 05/30/2010
  • Administrative Staff
  • Community Leaders
  • Teachers
ACTION BUDGET:$
Action 1: PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by the following: NRT (Actions 8 & 11), CRT (Actions 8 & 11), Dibels (Action 7), Focus (Action 7), STAR (Actions 5 & 12), CWT (Actions 6,3,4,9, & 10) and Learning Today (Action 2). This data will serve as baseline data for future evaluation.
Action Type: Program Evaluation
 Randy Isely, Literacy Coach, Nancy Barrick, Principal, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Central Office
  • Computers
  • District Staff
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
Action 12: IMPLEMENTATION of the NEW CURRICULUM, Co-Teaching, will continue in K-5 classrooms to ensure that the achievement of all students continues to improve. PROFESSIONAL DEVELOPMENT in Co-teaching strategies and practices will be provided. Title VI and PD monies will be used to fund the professional development. This program exceeds state requirements and will be ongiong for two school years, 2008-2010.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
 Nancy Barrick, Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
  • Teaching Aids
ACTION BUDGET:$
Total Budget:$0
Intervention: In order to remove barriers in learning and close the Achievement Gap, S.C. Tucker Elementary School will provide a strong program to improve literacy skills among all students to include those who are special education students, lacking English language proficiency, identified as homeless, handicapped, underpriviledged, 504, as well as other students with at-risk indicators. Improvement will be assessed using appropriate evaluation tools which include ELDA and LAS language proficiency tests, Developmental Reading Assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), FOCUS (Formative Ongoing Classroom Understanding of Students and Standards)testing, and STAR Reading and STAR Early Literacy assessment.
Scientific Based Research: Gambrell, Linda B. (2006) Best practices in literacy instruction. Guilford Publications.
Actions Person Responsible Timeline Resources Source of Funds
ACTION 2: Teachers and special needs providers (PD monies will be used to bring in such providers) will plan together to maximize opportunities for children with special needs following federal and state standards; this will include the implementation of inclusion teaching (corrective action). PARENTAL INVOLVEMENT: Parents will be included in the decision-making process regarding their child's educational needs through conferences, meetings, and other forms of communication. This exceeds state requirements and will be ongoing for two school years, 2008-2010.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
 Pre-referral Committee, Principal, LEA Supervisor, Counselor, ELL Teacher, Special Education Teachers Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
ACTION 1: In order for children with special needs to be served with no break in services(i.e. special ed, resource, speech, and language development, physical therapy, occupational therapy). Title VI money will be used to cover cost of services. Pre-K transitioning conferences that exceed the state requirement are in place to assist students entering kindergarten from pre-K. This will be ongoing for two years, 2008-2010.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
 Teri Garner, Special Ed, Tonya Stanley, PT, Jan Cathey, OT Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
ACTION 3: With high numbers of LEP students enrolled at S.C. Tucker Elementary School, teachers and staff will attend the ESL Academy as available numbers allow in order to increase the proficiency rate on norm and criterion tests. This will be ongoing for two school years, 2008-2010.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
 Nancy Barrick, Principal, Andre Guerrero, ADE Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
ACTION 4: The ELL program will hire an ESL teacher to evaluate the performance of students in language proficiency as demonstrated on the ELDA and the number of students who test out of the ELL program. ELL funds will be used to pay a part of a certified ELL teacher's salary that exceeds state requirements. Necessary supplies will be purchased with ELL funds. This will be ongoing for two school years, 2008-2010.
 Kay Palmer, ELL Teacher, Krista Guerian, ELL Teacher, Nancy Barrick, Principal Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
  • Teachers
ACTION BUDGET:$
ACTION 5: In response to 57% Hispanic student population and to allow all students the opportunity to become English language proficient as well as literacy proficient, ELL students will be provided additional instruction through inclusion classes. The special needs of the homeless population will also be addressed. ELL funds and Title III funds will be used to pay a portion of a certified ELL teacher's salary and an interpreter’s salary that exceed state requirements. This will be ongoing for two school years, 2008-2010.
Action Type: Equity
Action Type: Title I Schoolwide
 Kay Palmer, ELL Teacher, Krista Guerian, ELL Teacher, Randee Gilkey, ELL Teacher, Shelia Trusty, Counselor , George Gri Start: 07/01/2009
End: 06/30/2010
  • Teachers
  • Teaching Aids
  • Title Teachers
ACTION BUDGET:$
ACTION 6: Special education students will receive support and services to the greatest extent possible in general education classes. To address the need for academic improvement among special education students, co-teaching will be implemented (CORRECTIVE ACTION) with teachers trained in Special Education collaborating and assisting with the regular classroom instruction to maximize student learning. All teachers involved in the implementation of inclusion teaching (corrective action) will receive appropriate professional development in the inclusion/co-teaching model. Title VI monies will be used for said PD. This exceeds the state requirement and will be ongoing for two school years, 2008-2010..
Action Type: Special Education
 Tammy Rainey, LEA Supervisor, Shelia Trusty, Counselor, Nancy Barrick, Principal Start: 07/01/2009
End: 06/30/2010
  • Outside Consultants
  • Teachers
ACTION BUDGET:$
ACTION 7: An alternative learning environment is available for all K-5 students considered at risk or in need of this learning environment in order to improve proficiency rates. This will be ongoing for two school years, 2008-2010.
Action Type: AIP/IRI
 Nancy Barrick, Principal, Ricky Kimzey, Coordinator Start: 07/01/2009
End: 06/30/2010
  • Outside Consultants
ACTION BUDGET:$
Action 8: PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by: FOCUS (Action 5), Annual Review (Action 1), ELDA (Actions 4 & 6), NRT (Actions 3,7 & 8) and CRT (Actions 3,7,5,& 8). This data will serve as baseline data for future evaluation.
Action Type: Program Evaluation
 Ginny Huckaba, Curriculum Coordinator, Randy Isely, K-12 Literacy Coach, Nancy Barrick, Principal Start: 07/01/2009
End: 06/30/2010
    ACTION BUDGET:$
    Total Budget:$0
    Intervention: S.C. Tucker Elementary School will improve literacy skills through the implementation of computer based technology. Improvement will be assessed using Developmental Reading Assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), FOCUS (Formative Ongoing Classroom Understanding of Students and Standards)testing, and STAR Reading and STAR Early Literacy assessment.
    Scientific Based Research: "Three Keys to Reading Success presented at California Seminar." Horizons, February 2000.
    Actions Person Responsible Timeline Resources Source of Funds
    ACTION 1: Computers will be located in the computer lab, each classroom and the library making Accelerated Reader, as well as ACTAAP practice accessible to students in order to improve proficiency rates. The library's electronic catalog will also be available on each computer. A Computer Lab Director that exceeds the state requirement will be hired to maximize the lab's effectiveness with Compass Learning, AR, STAR Assessments, and other educational software. Title I and NSLA funds will be used to pay a portion of the Director's salary, NSLA and ELL funds will be used to purchase SmartBoard systems for Elementary classroom to facilitate computer assisted instruction. This exceeds state requirement and will be ongoing for two school years, 2008-2010.
    Action Type: Technology Inclusion
    		 Ronald Laster, District Technology Coordinator, Nancy Barick, Principal, Michele Toman, Computer Lab Director Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teaching Aids
    ACTION BUDGET:$
    ACTION 5: Faculty members will receive a minimum of six professional hours of technology training to develop skills necessary to use available computer programs to improve literacy skills. This will be ongoing for two years, 2008-2010.
    Action Type: Professional Development
    Action Type: Title I Schoolwide
    		 Ronald Laster, District Technology Coordinator, Nancy Barrick, Principal. Michelle Toman, Teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    ACTION BUDGET:$
    ACTION 6: Student performance in literacy will be examined to determine improved mastery using test data from NRT and Benchmark scores as well as STAR Assessment. The principal and staff will use FOCUS (Formative Ongoing Classroom Unterstanding of Students and Standards) testing in addition to other formative and sumative tests to evaulate the effectiveness of these intervention programs. This will be ongoing for two school years, 2008-2010.
    Action Type: Alignment
    		 Shelia Trusty, Counselor, Nancy Barrick, Principal, Title V Committee: Kim Foster, Kelly Klober Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET:$
    ACTION 7: Students, including ELL, migrant, special education, and 504 designated will receive reinforcement and enrichment using Accelerated Reader, Compass Learning, and Rosetta Stone in order to increase literacy proficiency rates. ELL funds will be used to pay a portion of a certified teacher's salary and an interpreter’s salary that exceeds state requirements. ELL and Special Grants monies will be used to pay a portion of the program site licenses. This will be ongoing for two school years, 2008-2010.
    Action Type: Equity
    Action Type: Technology Inclusion
    		 Kelly Klober, Media Specialist, Teri Garner, Special Ed, Kay Palmer, ELL, Nancy Barrick, Principal, Krista Geurian, Geor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Teachers
    • Title Teachers
    ACTION BUDGET:$
    ACTION 4: The faculty and staff will use Accelerated Reader to strengthen the literacy curriculum. This will be ongoing for two school years, 2008-2010.
    Action Type: Technology Inclusion
    		 Kelly Klober, Media Specialist, Ronald Laster, District Technology Coordinator, k - 5 Teachers Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    ACTION 3: Students in grades K-2 will receive an Intensive Reading Improvement Plan if they fall below proficient on the norm reference test. This will be ongoing for two school years, 2008-2010.
    Action Type: AIP/IRI
    Action Type: Technology Inclusion
    		 Nancy Barrick, Principal, Randy Isely, Literacy Coach, Shelia Trusty, Counselor Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • Teachers
    • Teaching Aids
    ACTION BUDGET:$
    PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by: FOCUS (Action 6), STAR (Actions 1 & 4), NRT (Actions 1, 3, 5 & 7) and CRT (Actions 1, 3, 5 & 7). This data will serve as baseline data for future evaluation.
    Action Type: Program Evaluation
    		 Ginny Huckaba, Curriculum Administrator, Randy Isely, Literacy Coach Start: 07/01/2009
    End: 06/30/2010
      ACTION BUDGET:$
      Total Budget:$0
      Intervention: In order to increase PARENTAL INVOLVEMENT and promote student achievement, S.C. Tucker Elementary will develop and implement a parent involvement plan.
      Scientific Based Research: "Beyond the Bake Sale: The Essential Guide to Family-School Partnerships", Anne T. Henderson, Karen L. Mapp, Vivian Johnson, 2007.
      Actions Person Responsible Timeline Resources Source of Funds
      ACTION 2: In order to increase parental involvement, a Family Involvement Center will be open to parents and children. A Volunteer Resource Book listing the interest and availability of volunteers for the school and staff members will be available, including a parent survey. ELL funds will be used to pay a portion of a certified teacher's salary and an interpreter’s salary. This exceeds state requirements and is ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Jimmy Cunningham, Superintendent, Nancy Barrick, Principal, Doug Sanders, Family Involvement Coordinator, George Griffi Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      ACTION BUDGET:$
      ACTION 3: A family involvement advisory commission of parents of K-5 students, alumni, community leaders, elementary principal, family involvement facilitator, and two staff members will review the S.C. Tucker parental involvement plan. This is ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal, Doug Sanders, Family Involvment Facilitator Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      ACTION BUDGET:$
      ACTION 4: The superintendent, principals, and teachers will receive training on parent and family involvement in order to increase literacy profiency rates. This is ongoing for two school years, 2008-2010.
      Action Type: Professional Development
      Action Type: Title I Schoolwide
      		 Arch Ford Cooperative, Family Involvment Coordinator Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Outside Consultants
      ACTION BUDGET:$
      ACTION 5: Informational packets for parents will be updated and distributed at the first parent/teacher conference. Translators will be available to translate student handbooks and answer questions about school. A school/parent/student compact will be developed and distributed to parents at the beginning of the school year. Parents will be surveyed regarding interests and concerns to assist in developing a Volunteer Resource Book. Parents will be engaged in other activities that promote parenting and foster educational success for their children. Parents will be infomed of the school's process for resolving conflicts that is outlined in the student handbook. This is ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal, Doug Sanders, Family Involvement Coordinator Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      ACTION BUDGET:$
      ACTION 6: A Family Involvement Facilitator will be designated. The Family Involvement Facilitator will be responsible for distributing the School-Parent Compact and will monitor periodically the Parent Involvement plan in order to increase literacy profiency rates. NSLA funds will be used to pay a stipend to a certified teacher to work in implementing the parent involvement plan, this exceeds state requirement. This is ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal, Doug Sanders, Parent Involvement Facilitator Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      ACTION BUDGET:$
      ACTION 8: Books, videos, and programs will be purchased for the multi-media center in the Family Involvement Center in order to increase literacy profiency rates. This will be ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal. Kelly Klober, Librarian, Doug Sanders, Family Involvement Coordinator Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • School Library
      ACTION BUDGET:$
      ACTION 7: The Danville School District will hold a Open House and a Parent Involvement Meeting where a report is given on the state of the school and an overview of what students will be learning; how students will be assessed; what parents can expect for their child's education; and how parents can assist and make a difference. Two Parent-Teacher Conferences in the fall and spring will be held. There will be a notice in the newspaper at the end of the school year honoring parents who attend all parent-teacher conferences scheduled by the school. Information will be submitted to parents indicating the district's committment to parental involvement. This will be ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      ACTION BUDGET:$
      ACTION 10: The Watch D.O.G.S. (Dads of Great Students)program will actively involve dads to patrol campus and volunteer in classrooms and at recess. This will be ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal, Jim Ray Holbrook, Coordinator, Doug Sanders, parent coordinator Start: 07/01/2009
      End: 06/30/2010
      • Community Leaders
      ACTION BUDGET:$
      ACTION 11: Translators are present at all meetings to improve communication between the parents and teachers in order to increase profiency rates. All notes to parents are translated. An automated phone service is available to communicate important messages in both English and Spanish. This will be ongoing for two school years, 2008-2010.
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Technology Inclusion
      		 Nancy Barrick, Principal.Doug Sanders, Family Involvement Coordinator Start: 07/01/2009
      End: 06/30/2010
      • Community Leaders
      • Teachers
      ACTION BUDGET:$
      ACTION 9: Parents will be notified of S.C. Tucker elementary School's school improvement identification by letters in both English and Spanish to encourage parental involvement in order to increase the proficiency rates This will be ongoing for two school years, 2008-2010.
      Action Type: Parental Engagement
      		 Nancy Barrick, Principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      ACTION BUDGET:$
      PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by: Sign-In Sheets (Action 7), Learning Today (Action 2), NRT (Actions 2,4,5,6,7,9 & 11) and CRT (Actions 2,4,5,6,7,9 & 11). This data will serve as baseline data for future evaluation.
      Action Type: Program Evaluation
      		 Ginny Huckaba, Curriculum Administrator, Randy Isely, Literacy Coach Start: 07/01/2009
      End: 06/30/2010
        ACTION BUDGET:$
        Total Budget:$0
        Intervention: S.C. Tucker Elementary School will improve literacy skills by offering summer hours in the library and holding before and after school and summer school sessions for students performing below proficient. Improvement will be assessed using Developmental Reading Assessment, DIBELS (Dynamic Indicators of Basic Early Literacy Skills), FOCUS (Formative Ongoing Classroom Understanding of Students and Standards)testing, and STAR Reading and STAR Early Literacy assessment.
        Scientific Based Research: "Long summer breaks in traditional school calendars are harmful as students forget previous learning." BCTF Research Report. Charlie Naylor. May 1995.
        Actions Person Responsible Timeline Resources Source of Funds
        ACTION 1: The school library will be opened at scheduled times (two afternoons each week) for summer reading and summer school. A school librarian will be hired. A 21st Century grant was awarded to S.C. Tucker Elementary. This five year grant will be used to expand and enrich the after school and summer programs currently in place. NSLA funds will be used to pay a portion of a stipend to a certified teacher to coordinate the summer library program. This will be ongoing for two school years, 2008-2010.
        Action Type: Collaboration
        Action Type: Parental Engagement
        		 Kelly Klober, Librarian Start: 07/01/2009
        End: 06/30/2010
        • School Library
        ACTION BUDGET:$
        ACTION 2: S.C. Tucker Elementary will offer after school remediation for low performing elementary students in order to improve profiency rates. NSLA funds will be used to pay a stipend to certified teachers to conduct the after-school remediation program that exceed state requirements. This will be ongoing for two school years, 2008-2010.
        Action Type: AIP/IRI
        Action Type: Parental Engagement
        		 Nancy Barrick, Principal, Randy Isely, Coordinator Start: 07/01/2009
        End: 06/30/2010
        • Computers
        • School Library
        • Teachers
        • Teaching Aids
        ACTION BUDGET:$
        ACTION 3: The school remediation program will be monitored periodically to evaluate the effectiveness of the program. NSLA funds will be used to pay a portion of certified teachers' salaries to monitor and evaluate the after-school remediation program. This will be ongoing for two school years, 2008-2010.
        Action Type: Collaboration
        Action Type: Program Evaluation
        		 Nancy Barrick, Principal, Teachers Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET:$
        PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by: Learning Today (Actions 2 & 3), NRT (Action 1) and CRT (Action 1 ). This data will serve as baseline data for future evaluation.
        Action Type: Program Evaluation
        		 Ginny Huckaba, Curriculum Coordinator, Randy Isely, K-12 Literacy Coach, Nancy Barrick, Principal Start: 07/01/2009
        End: 06/30/2010
          ACTION BUDGET:$
          Total Budget:$0
          Priority 2: All students will improve math skills.
          Supporting Data:
          1. Third Grade Math: 1)In 2006, 95% of the Combined Population, 96% of the Caucasian Population, 94 % of the Hispanic Population, 96% of the ELL Population, and 93% 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- data analysis and probability strand open response; Ell Population- measurement strand open response; and Economically Disadvantaged Population- data analysis and probability strand open response. In 2007, 96% of the Combined Population, 98% of the Caucasian Population, 96 % of the Hispanic Population, 50% IEP Population, 100% of the ELL Population, and 94% 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- number operations, measurement, and data analysis and probability strand open response(63%); Hispanic population- measurement and open response (58%); Caucasian population- measurement and open response (57%; Economically Disadvantaged- measurement and open response (51%); ELL population- measurement and open response (62%); Students with Disabilities- geometry and open response (15%). In 2008, 85.1% of the Combined Population, 82.1% of the Caucasian Population, 79.1% of the Hispanic Population, 34% of the ELL 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- UNAVAILABLE number operations strand open response; Caucasian Population- number operations strand open response; Hispanic Population- measurement strand open response; Ell Population- measurement strand open response; and Economically Disadvantaged Population- number operations strand open response. TREND ANALYSIS FINDINGS: A three-year trend analysis shows third grade students consistently struggle in open response across number operations, measurement, data interpretation, and problem solving. FOURTH GRADE MATH: In 2006, 80% of the Combined Population, 77% of the Caucasian Population, 81% of the Hispanic Population, 70% 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- measurement strand open response; Caucasian Population- measurement strand open response; Hispanic Population- measurement strand open response; Ell Population- measurement strand open response; and Economically Disadvantaged Population-measurement strand open response. In 2007, 67% of the Combined Population, 65% of the Caucasian Population, 67% of the Hispanic Population, 66% of the ELL Population, and 60% 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- measurement strand open response (38%); Caucasian Population- measurement strand open response (38%); Hispanic Population- measurement and data analysis and probability strand open response (44%); Ell Population- measurement strand open response (43%); and Economically Disadvantaged Population- measurement strand open response (39%); and Students with Disabilities- measurement strand open response (23%). In 2008, 88.1% of the Combined Population, 90.9% of the Caucasian Population, 83.9% of the Hispanic Population, 88.9% of the ELL Population, 44.4% of the studends with disabilities, and 83.3% 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: UNAVAILABLE Combined Population- measurement strand open response (); Caucasian Population-measurement strand open response (); Hispanic Population- measurement strand open response (); Ell Population- measurement strand open response); and Economically Disadvantaged Population- measurement strand open response (). TREND ANALYSIS FINDINGS: A three-year trend analysis shows fourth grade students consistently struggle in open response across measurement. FIFTH GRADE MATH: In 2006, 60% of the Combined Population, 71% of the Caucasian Population, 51% of the Hispanic Population, 50% of the ELL Population, and 53% 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- measurement strand open response; Caucasian Population- data analysis and probability strand open response; Hispanic Population- data analysis and probability strand open response; Ell Population- measurement strand open response; and Economically Disadvantaged Population- data analysis and probability strand open response. In 2007, 71% of the Combined Population, 74% of the Caucasian Population, 63% of the Hispanic Population, 56% IEP Population, 58% of the ELL Population, and 65% 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 (42%) ; Caucasian Population- geometry strand open response (44%); Hispanic Population- data analysis and probability strand open response (45%); Ell Population- data analysis and probability strand open response (44%); and Economically Disadvantaged Population- data analysis and probability strand open response(33%). In 2008, 77.4% of the Combined Population, 81% of the Caucasian Population, 73.3% of the Hispanic Population, 83.3% of the students with disabilities, and 73.8% 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: UNAVAILABLE Combined Population- data analysis and probability strand open response (%); Caucasian Population- geometry strand open response%); Hispanic Population- data analysis and probability strand open response (%); Ell Population- data analysis and probability strand open response (%); and Economically Disadvantaged Population- data analysis and probability strand open response (%); and Students with Disabilities- data analysis and probability strand open response (%). TREND ANALYSIS FINDINGS: A three-year trend analysis shows fifth grade students consistently struggle in open response across measurement, data interpretation, and problem solving.
          2. Iowa Test of Basic Skills 2006-07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Kindergarden – Math Total 2006 75% Combined Population (SS=59), 70% Hispanic population (SS=27) 63% ELL population (SS = 16) 69% Economically Disadvantaged (SS = 39) 77% Caucasian (SS = 30) 2007 68% Combined Population (SS=81), 48% Hispanic population (SS=42) 25% IEP population(SS=8) 51% ELL population (SS=12) 57% Economically Disadvantaged (SS=46) 88% Caucasian (SS=34) 2008 UNAVAILABLE % Combined Population (SS=), % Hispanic population (SS=) % IEP population(SS=) % ELL population (SS=) % Economically Disadvantaged (SS=) % Caucasian (ss=) Trend analysis Findings: Trend analysis shows students consistently struggle on the problem solving and measurement subskills in math. Iowa Test of Basic Skills 2006-07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. First Grade- Math Concepts & Estimation 2005 62% Combined Population (SS-=58), 57% Hispanic population (SS=23) 47% ELL population (SS =19) 60% Economically Disadvantaged (SS = 32) 68% Caucasian (SS = 34) First Grade-Math Problem Solving & Data Interpretation First Grade-Math Total 2006 76% Combined Population (SS=67), 68% Hispanic population (SS=31) 0% IEP population(SS = 0) 61% ELL population (SS =23) 70% Economically Disadvantaged (SS = 50) 82% Caucasian (SS = 33) 2007 52% Combined Population (SS=69), 38% Hispanic population (SS=46) 50% IEP population(SS = 4) 27% ELL population (SS =33) 46% Economically Disadvantaged (SS = 55) 74% Caucasian (SS = 27) 2008 35.8% Combined Population (SS=81), 18.2% Hispanic population (SS=44) 20.5% ELL population (SS=39) 25.4% Economically Disadvantaged (SS=59) 57.6% Caucasian (SS=33) 50% Students with disabilities (SS=4) Trend analysis Findings: Trend analysis shows students consistently struggle on the multiple step, data interpretation, and relationships and trends subskills in math. Iowa Test of Basic Skills 2006-07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Second Grade: Math Problem Solving & Data Interpretation 2006 72.6% Combined Population (SS=73), 58.3% Hispanic population (SS=36) 58.6% ELL population (SS=29) 61.7% Economically Disadvantaged (SS=47) 86.1% Caucasian (SS=36) 2007 68.8% Combined Population (SS=77), 63.6% Hispanic population (SS=44) 64.3% ELL population (SS=42) 67.8% Economically Disadvantaged (SS=59) 76.7% Caucasian (SS=30) 33.3% Students with disabilities (SS=6) 2008 48.6% Combined Population (SS=72), 35.9% Hispanic population (SS=39) 28.1% ELL population (SS=32) 36.5% Economically Disadvantaged (SS=52) 63.3% Caucasian (SS=30) 33.3% Students with disabilities (SS=3) Second Grade-Math Total 2006 73% Combined Population (SS=73), 58% Hispanic population (SS=36) 17% IEP population(SS = 6) 59% ELL population (SS =29) 62% Economically Disadvantaged (SS = 47) 86% Caucasian (SS = 36) 2007 69% Combined Population (SS=77), 64% Hispanic population (SS=44) 33% IEP population(SS = 6) 64% ELL population (SS =42) 68% Economically Disadvantaged (SS = 59) 73% Caucasian (SS = 30) Trend analysis Findings: Trend analysis shows students consistently struggle on multiple step approaches and procedures and relationships and trends subskills in math. Iowa Test of Basic Skills 2006-07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Third Grade-Math Problem Solving & Data Interpretation 2006 77.6% Combined Population (SS=58), 70% Hispanic population (SS=30) 68.2% ELL population (SS=22) 75% Economically Disadvantaged (SS=44) 84.6% Caucasian (SS=26) 2007 77.5% Combined Population (SS=71), 71% Hispanic population (SS=31) 76.9% ELL population (SS=26) 76.6% Economically Disadvantaged (SS=47) 84,2% Caucasian (SS=38) 33.3% Students with disabilities (SS=6) 2008 53.8% Combined Population (SS=78), 47.8% Hispanic population (SS=46) 37.8% ELL population (SS=37.8) 50% Economically Disadvantaged (SS=62) 65.5% Caucasian (SS=29) 33.3% Students with disabilities (SS=6) Third Grade-Math Total 2006 83% Combined Population (SS=58), 80% Hispanic population (SS=30) 60% IEP population(SS = 5) 82% ELL population (SS =22) 82% Economically Disadvantaged (SS = 44) 85% Caucasian (SS = 26) 2007 89% Combined Population (SS=71), 90% Hispanic population (SS=31) 50% IEP population(SS = 6) 92% ELL population (SS =26) 89% Economically Disadvantaged (SS = 47) 87% Caucasian (SS = 38) Trend analysis Findings: Trend analysis shows students consistently struggle on the measurement and probability and statistics subskills in math. Iowa Test of Basic Skills 2006-07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Fourth Grade- Math Concepts & Estimation Fourth Grade-Math Problem Solving & Data Interpretation 2006 72.5% Combined Population (SS=69), 63.3% Hispanic population (SS=30) 22.2% ELL population (SS=9) 66% Economically Disadvantaged (SS=47) 77.8% Caucasian (SS=36) 2007 62.7% Combined Population (SS=59), 61.3% Hispanic population (SS=31) 55% ELL population (SS=20) 57.8% Economically Disadvantaged (SS=46) 68% Caucasian (SS=25) 40% Students with disabilities (SS=5) 2008 85.1% Combined Population (SS=67), 77.4% Hispanic population (SS=31) 82.1% ELL population (SS=28) 80.9% Economically Disadvantaged (SS=47) 90.9Caucasian (SS=33) 37.5% Students with disabilities (SS=5) Fourth Grade-Math Total 2006 84% Combined Population (SS=69), 90% Hispanic population (SS=30) 25% IEP population(SS = 8) 78% ELL population (SS =9) 83% Economically Disadvantaged (SS = 47) 78% Caucasian (SS = 36) 2007 78% Combined Population (SS=59), 77% Hispanic population (SS=31) 38% IEP population(SS = 8) 75% ELL population (SS =20) 76% Economically Disadvantaged (SS = 46) 80% Caucasian (SS = 25) Trend analysis Findings: Trend analysis shows students consistently struggle on measurement and probability and statistics and estimation subskills in math. Iowa Test of Basic Skills 2006-07 & SAT 10 2008, Percent of students scoring at or above the 50th percentile in each of the following groups. Fifth Grade: Math Problem Solving & Data Interpretation 2006 79.6% Combined Population (SS=78), 75% Hispanic population (SS=36) 72.2% ELL population (SS=18) 78.7% Economically Disadvantaged (SS=57) 83.3% Caucasian (SS=30) 2007 75.7% Combined Population (SS=70), 75% Hispanic population (SS=36) 75% ELL population (SS=12) 72.3% Economically Disadvantaged (SS=47) 77.8% Caucasian (SS=36) 88.9% Students with disabilities (SS=9) 2008 61.4% Combined Population (SS=57), 54.5% Hispanic population (SS=33) 52.4% ELL population (SS=21) 56.5% Economically Disadvantaged (SS=46) 66.7% Caucasian (SS=21) 66.7% Students with disabilities (SS=6) Fifth Grade-Math Total 2006 85% Combined Population (SS=78), 83% Hispanic population (SS=36) 50% IEP population(SS = 12) 78% ELL population (SS =18) 84% Economically Disadvantaged (SS = 57) 87% Caucasian (SS = 30) 2007 76% Combined Population (SS=70), 67% Hispanic population (SS=30) 89% IEP population(SS = 9) 75% ELL population (SS =12) 72% Economically Disadvantaged (SS = 47) 81% Caucasian (SS = 36) Trend analysis Findings: Trend analysis shows students consistently struggle on measurement, problem solving, multiple step,and approaches and procedures subskills in math.
          3. In 2007 the current racial breakdown for S.C. Tucker Elementary is 3% Asian, 1% African American, 57% Hispanic, 0% Native American and 39% Caucasian. In 2006 the racial breakdown for S.C.Tucker Elementary was 3% Asian, 1% African American, 0% Native American, 51% Hispanic, and 45% Caucasian. In 2005 the racial breakdown for S.C. Tucker Elementary was 3% Asian, 2% African American, 0% Native American, 50% Hispanic, and 45% Caucasian.
          4. The average attendance rate for 2007-08 was 91.3%,2006-07 was 95.6% with the 2005-06 rate being 93.7%
          GoalAll third grade students will demostrate proficiency in open-response in number operations, measurement, and data intrepretation and probability. All fourth and fifth grade students will demonstrate proficiency in open response in data interpretation and probability as well as measurement.
          BenchmarkIn 2006-07, the percent of third grade students scoring proficient on the Benchmark math exam was Caucasian 98%, Hispanic 96%, ELL 100%, and Economically Disadvantaged 94%. In 2007-08, 55% of all students in the third grade must score proficient or advanced. The Caucasian, Hispanic, ELL, and Economically Disadvantaged populations in third 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 fourth grade students scoring proficient on the Benchmark literacy exam was Caucasian 65%, Hispanic 67%, ELL 66%, and Economically Disadvantaged 60%. In 2007-08, 55% of all students in the fourth grade must score proficient or advanced. The Caucasian, Hispanic, ELL, and Economically Disadvantaged populations in fourth 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 fifth grade students scoring proficient on the Benchmark literacy exam was Caucasian 74%, Hispanic 63%, ELL 58%, and Economically Disadvantaged 65%. In 2007-08, 55% of all students in the fifth grade must score proficient or advanced. The Caucasian, Hispanic, ELL, and Economically Disadvantaged populations in fifth grade will increase the percentage of students scoring proficient or advanced by 5% and all other subgroups will score proficient or advanced.
          Intervention: S.C. Tucker Elementary School will use technology to improve math skills. Improvement will be assessed using FOCUS, Compass, SAT-10 and the Benchmark exam.
          Scientific Based Research: "Arizona Students Make an Average Math Gain of Three Years." Math Advantage. January (2000). "Accelerated Math Boost Math Scores at San Diego Elementary School." Math Advantage. January (2001).
          Actions Person Responsible Timeline Resources Source of Funds
          ACTION 2: Test data from NRT and Benchmark scores will be used to develop student academic improvement plans and track improvement in performance. PARENTAL INVOLVEMENT: Communication with parents regarding their child's performance in these tests will take place. This will be ongoing for two school years, 2008-2010.
          Action Type: AIP/IRI
          Action Type: Parental Engagement
          		 Shelia Trusty, Counselor, Ginny Huckaba, Curriculum Coordinator, Randy Isely, K-12 Literacy Specialist, Nancy Barrick, P Start: 07/01/2009
          End: 06/30/2010
          • District Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET:$
          ACTION 3: Faculty members will receive a minimum of 6 professional hours of technology training to develop skills necessary to use available computer programs to improve student math skills.
          Action Type: Technology Inclusion
          		 Ronald Laster, District Technology Coordinator Start: 07/01/2009
          End: 06/30/2010
          • Computers
          • District Staff
          ACTION BUDGET:$
          ACTION 4: All students including Special Ed, resource, ELL, 504 designated, and migrant will receive tutorial assistance and enrichment in order to increase student achievement at the proficient and advanced levels on CRT. ELL monies will be used to pay a portion of an instructor,s salary and benefits. This exceeds state requirements and will be ongoing for two school years, 2008-2010.
          Action Type: Equity
          		 Teri Garner, Special Ed, Kay Palmer, ELL, Krista Geurian, ELL, Nancy Barrick, Principal Start: 07/01/2009
          End: 06/30/2010
          • Computers
          • School Library
          • Teachers
          • Teaching Aids
          • Title Teachers
          ACTION BUDGET:$
          ACTION 5: The students will have access to Compass Learning to enrich and strengthen the math curriculum for all students, including ELL, Special Ed.,and Economically Disdavantaged. ELL funds will be used to pay a portion of certified teacher's salary and an intrepreter's salary. NSLA and Title I funds will be used to pay a portion of the salaries, FTE = .25 (Title I) and .25 (NSLA). This exceeds state requirements and will be ongoing for two school years, 2008-2010. In-house professional development on the use and incorporation of Compass Learning into classroom instruction will be provided to teachers by outside consultant.
          Action Type: Equity
          Action Type: Technology Inclusion
          		 Nancy Barrick, Principal, Michele Toman, Computer Lab Director, Shelia Trusty, Counselor, Ginny Huckaba, Curriculum Coor Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Computers
          • Teachers
          • Title Teachers
          ACTION BUDGET:$
          Action 1: PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by: Focus Testing (Action 3), NRT (Action 2, 4 & 5) and CRT (Actions 2, 4 & 5). Title I monies will be used for training. This data will serve as baseline data for future evaluation.
          Action Type: Program Evaluation
          		 Ginny Huckaba, Math Coach Start: 07/01/2009
          End: 06/30/2010
            ACTION BUDGET:$
            Total Budget:$0
            Intervention: S. C. Tucker Elementary School will improve math instruction with emphasis on open-response questions, math facts, and multi-step problem solving.
            Scientific Based Research: Mikasa, Michael. (1992). Problem Solving is More Than Solving Problems.
            Actions Person Responsible Timeline Resources Source of Funds
            ACTION 4: Teachers and staff will receive PROFESSIONAL DEVELOPMENT to strengthen mathematics instruction of problem-solving, higher-order thinking, and open-response math problems. This exceeds state requirements and will be ongoing for two school years, 2008-2010.
            Action Type: Professional Development
            Action Type: Title I Schoolwide
            		 Nancy Barrick, Principal, Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Outside Consultants
            • Teachers
            ACTION BUDGET:$
            ACTION 5: Faculty and staff will use a variety of instructional methods and materials, including Mad Minute, Daily Problem Solving, and Drop in the Bucket to enhance and strengthen students' knowledge of math facts and problem solving. Appropriate PROFESSIONAL DEVELOPMENT will be provided to teachers on effective strategies. Teachers will evaluate periodically the programs for effectiveness. Title I and NSLA funds will be used to pay a portion of qualified paraprofessionals' salaries, FTE = 1.0 (2 @ .5; Title I) and 2.0 (2 @ 1.0; NSLA) that exceeds state requirements. This will be ongoing for two school years, 2008-2010.
            Action Type: Alignment
            Action Type: Collaboration
            Action Type: Professional Development
            		 Ginny Huckaba, Curriculum Coordinator/Math Coach, Nancy Barrick, Principal Start: 07/01/2009
            End: 06/30/2010
            • District Staff
            • Performance Assessments
            • Teachers
            • Teaching Aids
            ACTION BUDGET:$
            ACTION 3: Faculty and staff will use Focus testing each quarter to identify instructional needs and objective areas to improve mastery in math skills This will be ongoing for two school years, 2008-2010.
            Action Type: Collaboration
            		 Nancy Barrick, Principal. Sheila Trusty, Counselor. Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Teachers
            ACTION BUDGET:$
            ACTION 2: The principal and math coach will assume roles of instructional leaders and will continuously be involved in monitoring the teaching and learning process. The math coach will also mentor teachers in mathematics instruction. Pacing guides will be used to guide math instruction. CRT and NRT test results data will be examined to determine student gains in mathematics. This will be ongoing for two school years, 2008-2010.
            Action Type: Equity
            		 Nancy Barrick, principal, Ginny Huckaba, Curriculum Coordinator/Math Coach Start: 07/01/2009
            End: 08/30/2010
            • Administrative Staff
            • Performance Assessments
            • Teachers
            • Teaching Aids
            • Title Teachers
            ACTION BUDGET:$
            Action 1: PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated periodically and annually by: Focus Testing (Action 3), NRT (Action 2, 4 & 5) and CRT (Actions 2,4 & 5). Title I monies will be used for training. This data will serve as baseline data for future evaluation.
            Action Type: Program Evaluation
            		 Sheila Trusty, Counselor, Ginny Huckaba, Curriculum Coordinator, Nancy Barrick, Principal Start: 07/01/2009
            End: 06/30/2010
              ACTION BUDGET:$
              ACTION 6: Cognitively-guided Instruction (CGI) will be implemented in K through second-grade math instruction and MathLINKS 3-5 (budgeted in District plan. On-going professional development will be provided throughout the school year for teachers by the math coach and outside consultants. Materials and supplies including, but not limited to, student calculators will be purchased to support the program. This exceeds state requirements. Title I funds(budgeted in District plan) will be used to fund registration fees, travel expenses, and classroom materials and supplies.
              Action Type: Collaboration
              Action Type: Equity
              Action Type: Professional Development
              		 Nancy Barrick, principal, Ginny Huckaba, curriculum coordinator/math coach Start: 06/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Outside Consultants
              • Teachers
              ACTION BUDGET:$
              ACTION 7: Third-, fourth- and fifth-grade math teachers will receive professional development in MathLINKS in preparation for the program's implementation in math instruction. Title I funds will be used to pay registration fees, travel expenses, and to purchase related materials and supplies (including, but not limited to, calculators). This exceeds state requirements.
              Action Type: Collaboration
              Action Type: Professional Development
              		 Nancy Barrick, principal, Ginny Huckaba, curriculum coordinator/math coach Start: 06/01/2009
              End: 06/30/2009
              • Administrative Staff
              • Outside Consultants
              • Teachers
              ACTION BUDGET:$
              Total Budget:$0
              Priority 3: Students will use the principles of positive lifestyle choices to achieve and maintain a fit and healthy body.
              Supporting Data:
              1. The S.C. Tucker Elementary School Body Mass Index data indicates the following percentages of students who are indexed as overweight or at risk of overweight: SY 2007-08 Elementary males...48.2% Elementary females...52.5% SY 2006-07 Elementary males...53.1 Elementary females...44.1 SY 2005-06: Elementary males ...46.4% Elementary females...44.1%
              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: 2006-07 ...63% Free, 13% Reduced 2007-08 ...62% Free, 9% Reduced 2008-09 ...73% Free, 8% Reduced Number of migrant students: 2004-05 ...69 2005-06 ...59 2006-07 ...56 2007-08 ...35 2008-09 ...22 Number of homeless students: 2006-07 ...18 2007-08 ...16 2008-09 ...28
              4. Yell County Unemployment Rate: 2006 ...4.5% 2007 ...4.3% 2008 ...4.0% Yell County Percent Population in Poverty 2003 - 15.6% Hometown Health Data: Yell County Medicaid Eligible Children- 58% Number of children 0 - 17 in poverty - 21.9%
              GoalS.C. Tucker Elementary School 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. Educational service announcements and materials will encourage students to be drug-free and make intelligent life choices.
              BenchmarkBy the SY2007-08 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: Administrative support of wellness.
              Scientific Based Research: Journal of the 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(20): 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. R.A. Dykman, et al.
              Actions Person Responsible Timeline Resources Source of Funds
              ACTION 2: S.C. Tucker Elementary School as part of the Danville School District will support student education and participation in healthy lifestyle choices which reflect the Danville District's wellness policies in collaboration with the district Nutrition and Physical Activity Committee. Policies have been approved by the district school board. Policies include the five (5) federal requirements: Goals for nutrition education, physical activity and other school-based activities, Nutrition guidelines, Guidelines for reimburseable school meals, a Plan for measuring implementation of the local wellness policy, and Community involvement. The Policy Statement has been submitted to ADE, Child Nutrition Unit, per the required submission deadline.
              Action Type: Wellness
              		 Nancy Barrick, Principal Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET:$
              ACTION 3: S.C. Tucker Elementary School will implement Wellness Policies, provide resources and professional development for the staff to improve the overall school nutrition environment, and implement a health and physical activity curriculum to improve student health.
              Action Type: Wellness
              		 Nancy Barrick, Principal; Doug Sanders, P.E.; Ginger Laster, School Nurse; Mary Weatherfall, Nutrition Director Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • District Staff
              • Teachers
              ACTION BUDGET:$
              ACTION 4: S.C. Tucker Elementary School will provide a pleasant environment and monitor schedules and other factors which may interfere with students' access to health information, resources, and a healthy environment. The School Health Index (SHI) Modules will be used to evaluate effectiveness of the program.
              Action Type: Wellness
              		 Doug Sanders, P.E. Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Performance Assessments
              ACTION BUDGET:$
              ACTION 5: S.C. Tucker Elementary School will align and implement the current Arkansas Nutrition and Physical Education and Physical Activity Standards and Arkansas Curriculum Frameworks in order to optimize mental ahd physical fitness. Resources, professional development opportunities and training will be provided to increase knowledge and advance skills for successful implementation. This exceeds state requirement.
              Action Type: Alignment
              Action Type: Professional Development
              Action Type: Wellness
              		 Doug Sanders, P.E. Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET:$
              ACTION 6: The Wellness Committee, as part of the ACSIP Committee, will frequently monitor Goals and will evaluate the effectiveness of interventions by reviewing data results, and other assessment related to Wellness (School Health Index Modules, Wellness Policy Checklist, etc.). ACSIP will be modified as needed.
              Action Type: Collaboration
              Action Type: Wellness
              		 Randy Isely, ACSIP Chairperson Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET:$
              Action 1: PROGRAM EVALUATION: The effectiveness of the actions of this intervention will be evaluated by: Body Mass Index per required grade levels(Actions 2 & 3), School Health Index (Actions 2, 3, 4 & 6), Number of decreasing nurse visits (Action 4) and the Presidential Fitness Program (Action 5). This data will serve as baseline data for future evaluation.
              Action Type: Program Evaluation
              		 Doug Sanders, P.E. and Ginger Laster, nurse Start: 07/01/2009
              End: 06/30/2010
                ACTION BUDGET:$
                Total Budget:$0
                Intervention: S.C. Tucker Elementary School will implement practices to provide opportunities for students to practice healthy behaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.
                Scientific Based Research: Guidelines for School Health Programs to Promote Lifelong Healthy Eating (June 14, 1996/Vol.45/No.RR-9); Guidelines for School Health Programs to Promote Lifelong Physical Activity (March 7,1997/Vol.46/No.RR-6).
                Actions Person Responsible Timeline Resources Source of Funds
                ACTION 1: S.C. Elementary School as part of the Danville District will make physical activity and healthy foods available in the school and encourage students to make healthy behavior choices outside the school in order to optimize mental and physical fitness.
                Action Type: Wellness
                		 Doug Sanders, P.E.; Mary Weatherall, District Nutritionist Start: 07/01/2009
                End: 06/30/2010
                • District Staff
                • Teachers
                ACTION BUDGET:$
                ACTION 2: Middle school teachers will receive training on implementing the interdisciplinary "Planet Health" nutrition and physical education curriculum and will align curriculum to the frameworks and implement the curriculum for at least 3 years.
                Action Type: Alignment
                Action Type: Professional Development
                Action Type: Wellness
                		 Nancy Barrick, Principal; Steve Pfeifer, Dean of Students Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Teachers
                • Teaching Aids
                ACTION BUDGET:$
                ACTION 3: S.C. Tucker Elementary School will involve parents in physical activity and nutrition education through homework, national school lunch program menus, and parent meeting presentations and professional development activities. Professional development will focus on physical activity and nutrition education, and health risk indicators that compromise sudents ability to perform academically.
                Action Type: Parental Engagement
                Action Type: Professional Development
                Action Type: Wellness
                		 Doug Sanders, P.E.; Mary Weatherall, District Nutritionist Start: 07/01/2009
                End: 06/30/2010
                • District Staff
                • Teachers
                ACTION BUDGET:$
                ACTION 4: S.C. Tucker Elementary School will offer the students balanced meals as approved by the nutrition guidelines in order to promote a healthy life style.
                Action Type: Wellness
                		 Mary Weatherall, District Nutritionist Start: 07/01/2009
                End: 06/30/2010
                • District Staff
                ACTION BUDGET:$
                ACTION 5: S.C. Tucker Elementary School will implement and adhere to the Danville District's policy eliminating advertising of foods and beverages on school property in order to optimize mental and physical fitness.
                Action Type: Wellness
                		 Nancy Barrick, Principal Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Teachers
                ACTION BUDGET:$
                ACTION 6: S.C. Tucker Elementary School Wellness Committee will evaluate the effectiveness of the Health program by conducting pre and post assessment of School Health Index Module results and surveys given to students and teachers.
                Action Type: Wellness
                		 Doug Sanders, P.E.; Ginger Laster, Nurse Start: 07/01/2009
                End: 06/30/2010
                • District Staff
                • Teachers
                ACTION BUDGET:$
                ACTION 7: Danville Schools 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 applications 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 in order to optimize students' mental and physical fitness.
                Action Type: Collaboration
                Action Type: Equity
                Action Type: Wellness
                		 Nancy Barrick, principal, Mary Weatherall, Nutrition Director;Lisa Peek, Parent; Stacy Beatty, Parent; Doug Sanders, P.E Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Community Leaders
                • Teachers
                ACTION BUDGET:$
                PROGRAM EVALUATION: Data will be gathered to determine that each action is progressing toward optimizing students' mental and physical fitness: Body Mass Index per required grade levels(Action 3 & 4), School Health Index (Actions 2, 5, 6 & 7).
                Action Type: Program Evaluation
                		 Ginger Laster, nurse Start: 07/01/2009
                End: 06/30/2010
                  ACTION BUDGET:$
                  Total Budget:$0
                  Intervention: Provide drug and violence prevention education.
                  Scientific Based Research: Sack-Min, J. (2007, June). Searching for Hope. American School Board Journal, 25-28.
                  Actions Person Responsible Timeline Resources Source of Funds
                  ACTION 2: S.C. Tucker Elementary will provide character education materials and speakers, as well as family activities to promote drug free education and anti-bullying activities in order to optimize students' mental and physical fitness.
                  Action Type: Parental Engagement
                  		 Nancy Barrick,Principal Start: 08/20/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • District Staff
                  ACTION BUDGET:$
                  PROGRAM EVALUATION: Data will be gathered to determine that the action is progressing toward optimizing students' mental and physical fitness: Number of decreasing nurse visits.
                  Action Type: Program Evaluation
                  		 Ginger Laster, nurse Start: 07/01/2009
                  End: 06/30/2010
                    ACTION BUDGET:$
                    Total Budget:$0
                    Priority 4: S.C. Tucker Elementary 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 2008-2009 school year.
                    Supporting Data:
                    1. In 2007-08, of the identified special education students enrolled at S. C. Tucker Elementary (grades K-5), 46.4% were Caucasian, 52.2% were hispanic, 1.4% African American and 0% Native American. In 2006-07, of the identified special education students enrolled at S. C. Tucker Elementary (grades K-6), 48.5% were Caucasian, 50.0% were hispanic, 1.5% African American and 0% Native American. In 2005-06, of the identified special education students enrolled at S. C. Tucker Elementary (grades K-6), 50.0% were Caucasian, 46.7% were hispanic, 1.7% African American and 1.7% Native American.
                    2. In 2007-08 the total enrollment breakdown of the combined student population at S. C. Tucker Elementary (grades K-5) was 38% caucasian, 57% hispanic, 2% African American and 3% Asian Pacific. In 2006-07, the total enrollment breakdown of the combined student population at S. C. Tucker Elementary (grades K-6) was 45% caucasian, 51% hispanic, 1% African American, 1% Native American, and 2% Asian Pacific. In 2005-06 the total enrollment breakdown of the combined student population at S. C. Tucker Elementary (grades K-6) was 45% caucasian, 50% hispanic, 2% African American and 3% Asian Pacific.
                    3. In 2007-08, a total of 5 special education students transferred to S. C. Tucker Elementary with the following breakdown: 4 caucasian and 1 Native American. In 2006-07, a total of 4 special education students transferred to S. C. Tucker Elementary with the following breakdown: 4 caucasian. In 2005-06, a total of 9 special education students transferred to S. C. Tucker Elementary with the following breakdown: 5 caucasian, 1 hispanic, 1 Native American and 2 Asian Pacific.
                    GoalS.C. Tucker Elementary 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 2008-2009 school year.
                    BenchmarkIn 2007-2008, there were 38% caucasians in the combined population of the Danville School District. The special education Caucasian population was 46.4%. S.C. Tucker Elementary School will reduce the relative proportion of caucasian students to the hispanic students receiving special education services to within one standard deviation of the state average by the end of the 2008-2009 school year.
                    Intervention: Strategies that differentiate instruction and/or structured behavior interventions will be implemented on a consistent basis prior to referral for special education assessment and placement.
                    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
                    ACTION 4: S.C. Tucker Elementary School will continue its implementation of a co-teaching/collaborative environment (CORRECTIVE ACTION) for identified special education students in order to transition those students back into the regular classroom enviroment. PROFESSIONAL DEVELOPMENT and on-going support will be provided to all teachers in the co-teaching model. PROGRAM EVALUATION: Data from classroom walkthroughs will be used to determine the level of use of co-teaching strategies; this data will serve as baseline data. This exceeds state requirement and will be ongoing for the next two school years, 2008-2010.
                    Action Type: Collaboration
                    Action Type: Equity
                    Action Type: Professional Development
                    Action Type: Program Evaluation
                    Action Type: Special Education
                    		 Nancy Barrick, principal, Terri Garner, Brittany Blankenship, Special Education Teachers, Tammy Rainey, LEA Supervisor Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Outside Consultants
                    • Teachers
                    ACTION BUDGET:$
                    S. C. Tucker Elementary administration and teachers will implement the use of Coordinated Early Intervention Services (CEIS) and Response to Intervention (RTI) strategies to reduce the disproportionality of caucasian students relative to hispanic students receiving special education services. PLAN EVALUATION: The number of special education students exited from the program (Action 2), the number of referrals (Actions 3 & 5) and the number of identified special education students (Action 4). This evaluation will be ongoing for the next two school years, 2008-2010.
                    Action Type: Equity
                    Action Type: Program Evaluation
                    Action Type: Special Education
                    		 Nancy Barrick, principal,Teri Garner & Brittany Blankenship, special education teachers, Tamy Rainey, LEA supervisor Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Central Office
                    • District Staff
                    • Teachers
                    ACTION BUDGET:$
                    ACTION 3: The school will implement the Cognitively-Guided Instruction (CGI) math program in all first and second-grade classrooms in order to teach students higher-order thinking strategies needed to solve math word problems. The implementation of this program is based on the knowledge that students that are able to problem solve are less likely to be referred for special educational services. Professional development will be provided for all first and second-grade math teachers in CGI. PROGRAM EVALUATION: data gathered from classroom walkthrough, math coach observations, and monthly meetings with the educational cooperative math coach will be used to determine the level of implementation of the CGI program; this data will serve as baseline data. This action exceeds state requirement and will be ongoing for two school years, 2008-2010.
                    Action Type: Collaboration
                    Action Type: Equity
                    Action Type: Professional Development
                    Action Type: Program Evaluation
                    Action Type: Special Education
                    		 Ginny Huckaba, curriculum coordinator/math coach, Nancy Barrick, principal Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Central Office
                    • District Staff
                    • Outside Consultants
                    • 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 in Coordinated Early Intervening Services (CEIS), Response-to-Intervention (RTI) strategies and other supporting 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. This exceeds state requirement and will be ongoing for two school years, 2008-2010. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education
                    Action Type: Collaboration
                    Action Type: Equity
                    Action Type: Professional Development
                    Action Type: Program Evaluation
                    Action Type: Special Education
                    		 Nancy Barrick, Principal, Tammy Rainey, LEA Supervisor, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Central Office
                    • District Staff
                    • Outside Consultants
                    • Teachers
                    ACTION BUDGET:$
                    ACTION 5: A Reading Recovery program will be implemented in order to intensely work with the struggling beginning reader on an individual basis, thus ensuring a smaller number of students are referred for special education services. This program will be supported within the framework of Coordinated Early Intervening Services (CEIS) and Response-to-Intervention (RTI). This exceeds state requirement and will be ongoing for the next two school years, 2008-2010. PROGRAM EVALUATION: Special education student data will be examined to determine the effectiveness of the program.
                    Action Type: AIP/IRI
                    Action Type: Collaboration
                    Action Type: Equity
                    Action Type: Program Evaluation
                    Action Type: Special Education
                    		 Lisa Knight, Reading Recovery teacher Start: 07/01/2009
                    End: 06/30/2010
                    • District Staff
                    • Teachers
                    ACTION BUDGET:$
                    S. C. Tucker Elementary will implement and provide students with Coordinated Early Intervening Services (CEIS) and Response to Intervention (RTI)services with the goal of reducing the disproportionality of caucasian students to hispanic students receiving special education services to within 1 standard deviation of the state average by the end of each of the 2008-09 and 2009-10 school years. PROGRAM EVALUATION: Special education enrollment data will be examined to determine if proportionality has been achieved. Action Type: Equity Action Type: Program Evaluation Action Type: Special Education
                    Action Type: Collaboration
                    Action Type: Equity
                    Action Type: Program Evaluation
                    Action Type: Special Education
                    		 Nancy Barrick, principal, Tammy Rainey, LEA supervisor Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Teachers
                    ACTION BUDGET:$
                    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
                    		 Nancy Barrick, principal, Sheila Trusty, counselor, Tammy Rainey, LEA supervisor Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Teachers
                    ACTION BUDGET:$
                    Total Budget:$0
                    Priority 5: S.C. Tucker Elementary will increase the proficiency rate on norm and criterion tests of LEP students.
                    Supporting Data:
                    1. In 2008-2009, 53% of the students enrolled at S.C. Tucker Elementary School were identified as Hispanic.
                    GoalAll third, fourth and fifth grade Hispanic students will demonstrate proficiency on the literacy and math Benchmark Exams.
                    BenchmarkStudents will score proficient or advanced on the Benchmark literacy exam. In 2007-08, of the Hispanic population 56.4% of the third grade, 77.7 % of the fourth grade, and 39.3% of the fifth grade scored profiecient or advanced on the Benchmark Literacy Exam. All students will score proficient or advanced on the Benchmark. Each grade will increase the percentage of Hispanic students scoring proficien or advanced by 5%.
                    Intervention: S.C. Tucker Elementary will improve reading and writing skills with highly qualified teachers in the field of ESL. Improvement will be assessed using Developmental Reading Assessment, DIBELS (dynamic Indicators of Basic Early Literacy Skills), TLI (The Learning Institute), STAR Reading and STAR Early Literacy Assessment.
                    Scientific Based Research: "No Child Left Behind Act and English Language Learners: Assessment and Accountability Issues" by Jamal Abedi as published in the Educational Researcher, Vol. 33. No. I, pp. 4-14.
                    Actions Person Responsible Timeline Resources Source of Funds
                    Action 1: With high numbers of LEP students enrolled at S.C. Tucker elementary School, teachers and staff will attend the ESL Academy as available numbers allow in order to increase the proficiency rate on norm and criterion tests. This will be ongoing for two school years, 2009-2011.
                    Action Type: Collaboration
                    Action Type: Equity
                    Action Type: Professional Development
                    		 Krista Guerian, ELL teacher Start: 07/01/2009
                    End: 06/30/2011
                    • Teachers
                    • Teaching Aids
                    • Title Teachers
                    ACTION BUDGET:$
                    Total Budget:$0
                    Priority 6: Supplemental Spending will directly enhance school performance in Literacy and Math
                    Supporting Data:
                    1. See Literacy and Math Supporting data in Priorities 1 and 2.
                    GoalLiteracy and Math scores for state-mandated tests will show an improvement for students at S. C. Tucker Elementary.
                    BenchmarkThe Combined population taking the state mandated tests will increase the percentage of students scoring proficient or advance by 5% and all other subgroups will score at or above proficient.
                    Intervention: Intervention: Supplemental Spending for Literacy/Math
                    Scientific Based Research: Scientific Based Research: 1. Marzano, Robert J. What Works in Schools: Translating Research into Action. Alexandria, VA: ASCD, 2003. 2. Gamvrell, Linda B., Morrow, Lesley Mandel, and Pressley, Michael, editors. Best Practices in Literacy Instruction. New York: Guilford Press. 2007.
                    Actions Person Responsible Timeline Resources Source of Funds
                    In order to address the learning styles of all students, including (but not limited to) Hispanic, LEP, economically disadvantaged, special education and inclusion, 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
                    Action Type: Technology Inclusion
                    		 Alan Love, Superintendent, Nancy Barrick, Principal, Faculty Start: 07/01/2009
                    End: 06/30/2010
                      ELL (State-276) - Materials & Supplies:$2725.00
                      General Revenue:$20000.00
                      ACTION BUDGET:$22725
                      S. C. Tucker Elementary School will provide a variety of resources, to include curriculum, instruction, supplies and materials, in order to address the educational needs of it’s students including, but not limited to, students in the following subgroups: Alternative Learning Environment, Hispanic, LEP, ELL, Migrant, Economically Disadvantaged, and students receiving services under IDEA in order to remove barriers to learning. NSLA, and ELL funding will be used to pay a portion of a qualified paraprofessionals' 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, Nancy Barrick, Principal, Faculty Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      • Teachers
                      NSLA (State-281) - Employee Benefits:$15011.76
                      NSLA (State-281) - Employee Salaries:$56322.00
                      ELL (State-276) - Employee Benefits:$2732.67
                      ELL (State-276) - Employee Salaries:$11880.76
                      ALE (State-275) - Purchased Services:$1500.00
                      ALE (State-275) - Materials & Supplies:$2250.00
                      ACTION BUDGET:$89697.19
                      S. C. Tucker Elementary School will use TLI to conduct interim formative assessments a minimum of four times each year to monitor students achievement. S. C. Tucker Elementary will offer after-school remediation for low-performing students. Substitutes will be used when necessary to deliver related professional development to teachers. Title I funds will be used to pay for salaries and benefits for substitutes and registration fees and travel for teachers to attend processional development in math and literacy to improve student achievement.
                      Action Type: Professional Development
                      		 Alan Love, Superintendent, Nancy Barrick, Principal, Ginny Huckaba, Curriculum Coordinator, Faculty Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • Computers
                      • District Staff
                      • Outside Consultants
                      • Teachers
                      Title I - Purchased Services:$7500.00
                      ACTION BUDGET:$7500
                      Teachers and paraprofessionals 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: Equity
                      Action Type: Professional Development
                      Action Type: Special Education
                      		 Alan Love, Superintendent, Ginny Huckaba, Curriculum Coordinator, Nancy Barrick, Principal Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      • Outside Consultants
                      Special Grants:$7200.00
                      ACTION BUDGET:$7200
                      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, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • Computers
                      • District Staff
                      NSLA (State-281) - Materials & Supplies:$7723.00
                      Special Grants:$7200.00
                      ACTION BUDGET:$14923
                      For ELL, Migrant, and Special Education students performing less that proficient, the district will provide parents with various materials and resources to assist in their child’s literacy acquisition. Compass Learning will be utilized in the classrooms. ELL funds will pay a portion of a certified teachers' salaries for conducting the ELL program. Migrant Funds will pay a Migrant Clerk's salary, and portions of paraprofessionals' salaries.
                      Action Type: Equity
                      Action Type: Parental Engagement
                      		 Alan Love, Superintendent, Tammy Rainey, Special Education Coordinator, Ginny Huckaba, Curriculum Coordinator, Krista Ge Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • Computers
                      • District Staff
                      Special Grants:$37863.51
                      ELL (State-276) - Employee Benefits:$5750.00
                      ELL (State-276) - Employee Salaries:$25000.00
                      ACTION BUDGET:$68613.51
                      NSLA funding will be used to pay certified teachers, classified support staff, and purchase supplies for conducting the after-school program.
                      Action Type: Equity
                      		 Alan Love, Superintendent Start: 07/01/2009
                      End: 06/30/2010
                      • District Staff
                      • Teachers
                      NSLA (State-281) - Materials & Supplies:$500.00
                      NSLA (State-281) - Employee Benefits:$12581.00
                      NSLA (State-281) - Employee Salaries:$58000.00
                      ACTION BUDGET:$71081
                      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
                      		 Alan Love, Superintendent, Ginny Huckaba, Curriculum Coordinator, Nancy Barrick, Principal Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • Computers
                      • Outside Consultants
                      PD (State-223) - Employee Benefits:$1310.00
                      PD (State-223) - Employee Salaries:$8000.00
                      PD (State-223) - Materials & Supplies:$500.00
                      PD (State-223) - Purchased Services:$5900.00
                      PD (State-223) - Other Objects:$100.00
                      ACTION BUDGET:$15810
                      S. C. Tucker Elementary School will utilize a Literacy Instructional Facilitator to facilitate and expand the literacy department’s focus on student learning and achievement, curriculum development, and professional development as needed. The curriculum coordinator will be responsible for providing professional development opportunities in mathematics for teachers as well as TLI's interim formative assessment of students. Outside consultants will be used, when appropriate, to promote math & literacy development across the curriculum. Materials and supplies to be purchased include, but are not limited to SmartBoard systems (budgeted in District plan) and graphing calculators to support student learning of mathematics and literacy. This exceeds state requirements.
                      Action Type: AIP/IRI
                      Action Type: Alignment
                      Action Type: Equity
                      Action Type: Technology Inclusion
                      		 Alan Love, Superintendent, Ginny Huckaba, Curriculum Coordinator, Randy Isely, K-12 Literacy Instructional Facilitator Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      • Outside Consultants
                      NSLA (State-281) - Materials & Supplies:$20000.00
                      NSLA (State-281) - Employee Benefits:$5921.12
                      NSLA (State-281) - Employee Salaries:$22415.00
                      ACTION BUDGET:$48336.12
                      S. C. Tucker Elementary School will provide the resources necessary to implement resources of The Learning Institute, Compass Learning, and OdysseyWare to enhance instruction in math, literacy and science. The Compass Learning system will also be used for math/literacy remediation purposes to improve student achievement. Title I funds will be used to pay a portion of a qualified paraprofessionals. This exceeds state requirements.
                      Action Type: Technology Inclusion
                      		 Alan Love, Superintendent, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
                      End: 06/30/2010
                      • District Staff
                      • Outside Consultants
                      • Teachers
                      Title I - Employee Benefits:$4820.10
                      Title I - Employee Salaries:$23879.20
                      ACTION BUDGET:$28699.3
                      Online subscriptions to Compass Learning and OdysseyWare will be purchased (budgeted in the District Plan) 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, Ginny Huckaba, Curriculum Coordinator Start: 07/01/2009
                      End: 06/30/2010
                      • Computers
                      • District Staff
                      • Outside Consultants
                      • Performance Assessments
                      Title I - Purchased Services:$2000.00
                      ACTION BUDGET:$2000
                      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 contract with a consulting nurse to coordinate with the school nurse in order to promote a healthy school environment. Title IV-A Funds (Safe & Drug Free Funds) will be used to hire fund a portion of a SRO's salary and purchase security cameras in to promote a safer school environment. These funds will be budgeted on the District level. This exceeds state requirements.
                      Action Type: Wellness
                      		 Alan Love, Superintendent Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      Special Grants:$126997.23
                      NSLA (State-281) - Purchased Services:$2400.00
                      ACTION BUDGET:$129397.23
                      A Spanish-speaking parent liaison shall be employed to serve as a contact and resource person for Spanish speaking parents, and assist parents with school, community, and family needs. This exceeds state requirement (.5 FTE)
                      Action Type: Equity
                      Action Type: Parental Engagement
                      		 Alan Love, Superintendent Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      ELL (State-276) - Employee Salaries:$11000.00
                      ELL (State-276) - Employee Benefits:$3228.00
                      ACTION BUDGET:$14228
                      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. Interpreters will be utilized for all Parent /Teacher conferences, parent meetings, and in the daily office setting to further enhance staff communication with parents.
                      Action Type: Parental Engagement
                      		 Alan Love, Superintendent, Nancy Barrick, Principal Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      NSLA (State-281) - Employee Salaries:$13230.10
                      NSLA (State-281) - Employee Benefits:$2941.07
                      NSLA (State-281) - Materials & Supplies:$2000.00
                      NSLA (State-281) - Purchased Services:$300.00
                      ACTION BUDGET:$18471.17
                      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, special educator coordinator, and curriculum coordinator.
                      Action Type: Special Education
                      		 Alan Love, Superintendent, Ginny Huckaba, Curriculum Coordinator, Nancy Barrick, Principal Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      Special Grants:$6000.00
                      ACTION BUDGET:$6000
                      In response to 57% Hispanic student population and to allow all students the opportunity to become English language proficient as well as literacy proficient, ELL students will be provided additional instruction through inclusion classes. ELL funds and Title III funds will be used to pay a portion of a certified ELL teachers' salary and an interpreter’s salary that exceed state requirements. This will be ongoing for two school years, 2008-2010.
                      Action Type: Equity
                      		 Alan Love, Superintendent, Nancy Barrick, Principal, Krista Geurian, ESL Coordinator Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • District Staff
                      • Teachers
                      Title III - Employee Benefits:$9519.00
                      ELL (State-276) - Employee Benefits:$13921.74
                      ELL (State-276) - Employee Salaries:$56839.30
                      Title III - Employee Salaries:$34390.00
                      Title III - Materials & Supplies:$2697.00
                      ACTION BUDGET:$117367.04
                      Faculty and staff will promote the improvement of literacy skills by teaching across the curriculum in areas such as art, music, drama, and physical education/health. MENTORING teachers in those areas will take place as needed by literacy teachers and the K-12 literacy coach. This will be ongoing for two school years, 2008-2010. NSLA funding will be used to pay a portion of a certified teacher's salary in areas that will exceed state standards.
                      Action Type: Equity
                      		 Alan Love, Superintendent, Nancy Barrick, Principal, Julie Rutherford, Teacher Start: 07/01/2009
                      End: 06/30/2009
                      • Administrative Staff
                      • District Staff
                      • Teachers
                      NSLA (State-281) - Employee Salaries:$19224.96
                      NSLA (State-281) - Employee Benefits:$5261.35
                      ACTION BUDGET:$24486.31
                      The school library will be opened at scheduled times (two afternoons each week) for summer reading and summer school. A school librarian will be hired. A 21st Century grant was awarded to S.C. Tucker Elementary. This five year grant will be used to expand and enrich the after school and summer programs currently in place. NSLA funds will be used to pay a portion of a stipend to a certified teacher to coordinate the summer library program. This will be ongoing for two school years, 2008-2010.
                      Action Type: Collaboration
                      Action Type: Parental Engagement
                      		 Nancy Barrick, Principal, Randy Isely, Grant Administrator, Kelly Klober, Librarian Start: 07/01/2009
                      End: 06/30/2010
                        NSLA (State-281) - Employee Benefits:$345.00
                        NSLA (State-281) - Employee Salaries:$1500.00
                        Special Grants:$62600.00
                        ACTION BUDGET:$64445
                        Computers will be located in the computer lab, each classroom and the library making Accelerated Reader, as well as ACTAAP practice accessible to students in order to improve proficiency rates. The library's electronic catalog will also be available on each computer. A Computer Lab Director that exceeds the state requirement will be hired to maximize the lab's effectiveness with Compass Learning, AR, STAR Assessments, and other educational software. Title I funds will be used to pay a portion of the Director's salary, NSLA and ELL funds will be used to purchase SmartBoard systems for Elementary classroom to facilitate computer assisted instruction. This exceeds state requirement and will be ongoing for two school years, 2008-2010.
                        Action Type: Technology Inclusion
                        		 Alan Love, Superintendent, Nancy Barrick, Principal, Michele Toman, Computer Lab Director Start: 07/01/2009
                        End: 06/30/2010
                          Title I - Materials & Supplies:$502.80
                          Title I - Employee Salaries:$43840.00
                          Title I - Employee Benefits:$11621.90
                          NSLA (State-281) - Capital Outlay:$30000.00
                          ACTION BUDGET:$85964.7
                          Total Budget:$836944.57
                        • Planning Team

                          Classification Name Position Committee
                          Business Representative Rhonda Connell Accountant Literacy
                          Business Representative Shelly Banning, M.D. Physician Wellness
                          Classroom Teacher Amber Riedel Kindergarten Teacher Literacy
                          Classroom Teacher Amy Bruce Second Grade Literacy
                          Classroom Teacher Becky Shewmake Gifted and Talented/Art Teacher Math
                          Classroom Teacher Belinda Madding First Grade Math
                          Classroom Teacher Brittany Blankenship Special Education Teacher Literacy
                          Classroom Teacher Christy Papsan Kindergarten Literacy
                          Classroom Teacher Connie Wright Kindergarten Literacy
                          Classroom Teacher Cynthia Hodges Kindergarten Steering Committee
                          Classroom Teacher Dewanda Gray Fourth Grade Math
                          Classroom Teacher Doug Sanders Physical Education Wellness
                          Classroom Teacher Gwendolyn Boyd Fourth Grade Math
                          Classroom Teacher Jeanne Baker Third Grade Literacy
                          Classroom Teacher Jennifer Teaff Third Grade Literacy
                          Classroom Teacher Jessica Baggett Third Grade Math
                          Classroom Teacher Julianne LoPorto Second Grade Math
                          Classroom Teacher Julie Sommers Music Teacher Math
                          Classroom Teacher Kathy Jo Frazier First Grade Literacy
                          Classroom Teacher Kay Palmer ELL Teacher Math
                          Classroom Teacher Kimberly Johnston Kindergarten Literacy
                          Classroom Teacher Krista Guerian ELL Teacher Literacy
                          Classroom Teacher Lattie Richardson Second Grade Math
                          Classroom Teacher Lecia Reddin Fifth Grade Literacy
                          Classroom Teacher Lori Green Second Grade Math
                          Classroom Teacher Michele Toman Computer Lab Teacher Math
                          Classroom Teacher Nancy Ellis Fourth Grade Literacy
                          Classroom Teacher Natasha Gray First Grade Math
                          Classroom Teacher Randee Gilkey ELL/GT Teacher Literacy
                          Classroom Teacher Rebecca Price Third Grade Literacy
                          Classroom Teacher Samantha Dill ELL Teacher Literacy
                          Classroom Teacher Shawn Marie Hettinga Fifth Grade Literacy
                          Classroom Teacher Susan Jackson Fifth Grade Math
                          Classroom Teacher Tammy Rose Fifth Grade Literacy
                          Classroom Teacher Tara Sanders Second Grade Literacy
                          Classroom Teacher Teri Garner Special Education/Parent Math
                          Classroom Teacher Tressie Foster Fourth Grade Math
                          Community Representative Ana Canales Office Personnel Literacy
                          Community Representative Blanca Ortiz Former Student Literacy
                          Community Representative Ismael Segovia Parent Math
                          Community Representative Jan Ann Harmon Dental Assistant Math
                          District-Level Professional Ginny Huckaba Curriculum Coordinator/Math Coach Math/ACSIP
                          District-Level Professional Randy Isely K-12 Literacy Coach Steering
                          Non-Classroom Professional Staff Becky Track Educational Assistant Literacy
                          Non-Classroom Professional Staff Becky Wilkins Attendance Officer Wellness
                          Non-Classroom Professional Staff Beth George Migrant Literacy
                          Non-Classroom Professional Staff Callie Woodard Educational Assistant Math
                          Non-Classroom Professional Staff Connie Clark Secretary Math
                          Non-Classroom Professional Staff Debbie Phillips Educational Assistant Math
                          Non-Classroom Professional Staff Erma Garner Educational Assistant Math
                          Non-Classroom Professional Staff Ginger Laster School Nurse Wellness
                          Non-Classroom Professional Staff Joanne Weindel Educational Assistant Literacy
                          Non-Classroom Professional Staff Kelly Bland Educational Assistant Math
                          Non-Classroom Professional Staff Kelly Klober Librarian Steering Committee
                          Non-Classroom Professional Staff Linda Green Secretary Literacy
                          Non-Classroom Professional Staff Lisa Knight Reading Recovery Teacher Steering Committee
                          Non-Classroom Professional Staff Martha Hale Educational Assistant Literacy
                          Non-Classroom Professional Staff Sheila Trusty Counselor Steering Committee
                          Non-Classroom Professional Staff Steven Mercer Custodian Math
                          Parent Jim Ray Holbrook Parent Math
                          Parent Mark Lane Parent Math
                          Parent Stacey Beatty Parent Literacy
                          Principal Nancy Barrick Principal Steering Committee