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POTTSVILLE ELEMENTARY SCHOOL
87 SOUTH B STREET,POTTSVILLE, AR 72858
Arkansas Comprehensive School Improvement Plan
2014-2015
It is the mission of Pottsville Elementary School to utilize parents, community and available resources to engage every student with a variety of challenging and motivating learning experiences that help them achieve their full potential while preparing them to be life-long learners and effective citizens in our ever-changing global society.
Grade Span: K-3 / Title I: Title I Schoolwide / School Improvement: MS
Table of Contents
Priority 1: Literacy
Goal: Third grade-All Students and TAGG Students will demonstrate proficiency on the Augmented Benchmark Literacy/PARCC exam in responding to open response and particularly in content and style domains of writing for the Combined, Caucasian, Economically Disadvantaged, ELL, and Students with Disabilities populations.
Goal: All students will demonstrate an approved ability to connect writing and reading by supporting their writing with specific references from text.
Goal: All students will demonstrate an improved ability to apply fluency, comprehension, vocabulary, phonics, and phonemic awareness reading strategies.
Priority 2: Improve Math Skills
Goal: Third grade-All Students and TAGG Students will demonstrate proficiency on the Augmented Benchmark/PARCC in Math in response to open response particularly in geometry for the Combined, Caucasian, Economically Disadvantaged, ELL, and Students with Disabilities populations.
Goal: All students will demonstrate an improved ability in using problem solving, geometry, data, and measurement strategies.
Priority 3: Character Education
Goal: Student Achievement in math and literacy will increase through development and teaching of "Guiding Principles ".
Goal: Student Achievement will increase in both literacy and math by creating and implementing consistent rules for all students.
Priority 4: Parental Involvement
Goal: To improve student achievement and the overall well being of children, the faculty and staff at Pottsville Elementary will foster and support active parent involvement.
Priority 5: Wellness
Goal: Provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average BMI on routine annual student screening.
Priority 1: / Improve Literacy Skills for all students
Supporting Data: /
- NEEDS ASSESSMENT: Based on a comprehensive needs assessment that reflects an in-depth analysis of the three most current years of all state mandated assessments, common assessments, perceptual, and school process data across kindergarten through third grade in all populations in literacy, content text (multiple choice), content (open-response), content/style, multiple choice & grammar in writing along with inference skills, editing skills, vocabulary, summarizing, and locating the main idea and supporting details, drawing conclusions, and making predictions are the weak areas. Contributing factors include: lack of exposure to real-world text, lack of experience writing across curriculum, and writing too structured. SY 2014-2015: In addition to current strategies for improvement continue with RTI, utilize different materials, and make sure ESL students have materials at home to assist in their learning as well as provide the ESL students with hands-on technology to assist them with their reading comprehension and vocabulary. Focus on Context Clues with TAGG students.
- Average daily attendance for SY 2013-2014: 96.37%; SY 2012-2013; 97.54%; SY 2011-12 96.4%; SY 2010-11 96%; SY 2009-10 96.7%; SY 2008-09 96%; SY 2007-08 95.4%; SY 2006-07 95.6%; SY 2005-06 94%.
Goal / Third grade-All Students and TAGG Students will demonstrate proficiency on the Augmented Benchmark Literacy/PARCC exam in responding to open response and particularly in content and style domains of writing for the Combined, Caucasian, Economically Disadvantaged, ELL, and Students with Disabilities populations.
Benchmark / 2013-2014 ESEA: In Literacy, All Students met achieving status in percent tested, but TAGG Students did not; met performance AMO for All Students, but not for TAGG Students; In the 2014-2015 SY, All Students will meet AMO of 95.79 in performance,and TAGG Students will increase scores to meet the 2015 AMO of 93.33 in performance.
Intervention: Teachers are trained and professional development is provided for implementing effective instructional methods in fluency and guided reading, literacy strategies, phonemic awareness, phonics, comprehension, and vocabulary.
Scientific Based Research: Vaughn, Sharon and Linan-Thompson, Sylvia (2004). Research-Based Methods of Reading Instruction. Alexandria, VA: ASCD (Association for Supervision and Curriculum Development). Ganske, Kathy (2000). Word Journeys Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. New York, London: The Guilford Press. Popham, J.W. (2003). Test Better, Teach Better. Alexandria, VA: ASCD; Marzano, R., Pickering, D., and Pollock, J. (2001). Classroom Instruction that Works. Alexandria, VA: ASCD. Dean, C., Hubbel, E., Pitler, H., Stone, B. (2012). Classroom Insruction that Works. 2nd Ed. Alexandria, VA: ASCD.Visible Learning: A Synthesis of Over 800 Meta Analyses Relating to Achievement-John Hattie (2009).
Actions / Person Responsible / Timeline / Resources / Source of Funds
K-3 classroom teachers will complete ELLA/ ELF training at the Arch Ford Cooperative. Materials and Supplies will be purchased to implement training.
Action Type: Professional Development / Melissa Cox; Arch Ford Coop / Start: 07/01/2014
End: 06/30/2015 /
- Administrative Staff
- Outside Consultants
- Teachers
- Teaching Aids
ACTION BUDGET: / $
Provide district in-service training in RTI for Title I para-professionals, support staff, and classroom teachers.(Act 83)
Action Type: Professional Development / Melissa Cox / Start: 07/01/2014
End: 06/30/2015 /
- Outside Consultants
ACTION BUDGET: / $
Research based high yield instructional strategies will be taught to staff and an integrated instruction will be set forth to accommodate the needs of the various learning styles of students: identifying similarities and differences; nonlinguistic representation; generating/testing hypotheses; cooperative learning; summarizing and note-taking. August 14, 2014 PD (2 hours): Instructional Strategies/Diversity-Jackie Roberts (ArchFord).
Action Type: Professional Development
Action Type: Title I Schoolwide / Tara Thompson, Federal Programs; Melissa Cox, Instructional Facilitator / Start: 07/01/2014
End: 06/30/2015 /
- Outside Consultants
- Teachers
- Teaching Aids
ACTION BUDGET: / $
To improve phonemic awareness and reading, the Phonics Program/Basal Program will be implemented all year and SSP by 1st grade teachers and during the 1st 9 weeks for review by 2nd grade teachers.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide / Grades 1 & 2 teachers / Start: 07/01/2014
End: 06/30/2015 /
- Outside Consultants
ACTION BUDGET: / $
First Grade teachers will use strategies learned in trainings such as Arkansas Reading First training as a resource to improve reading skills: fluency & guided reading, phonemic awareness, phonics, comprehension, fluency & vocabulary.
Action Type: Professional Development
Action Type: Title I Schoolwide / Bonnie Watkins, Regina Henderson, Amy Sutterfield, Mitzi England, Jan Dugger, Carla Staggs, Shelly Lambeth / Start: 07/01/2014
End: 06/30/2015 /
- Administrative Staff
- Outside Consultants
- Teachers
- Teaching Aids
ACTION BUDGET: / $
Principal will conduct classroom walk throughs/TESS, collect data and establish baseline results. Teachers and principal will analyze data to determine areas of growth and weakness in the implementation process. Adjustments will be made in instruction to support teaching and student learning. EVALUATION RESULTS 2013-2014: CWT data and areas of focus: Weak areas include: generating/testing hypothesis; cooperative learning; handheld technology; student-created materials; websites; synthesis; and evaluation. Areas of improvement: non-linguistic representation. Areas of strength: identifying similarities and differences; summarizing/note-taking; setting objectives and providing feedback; overhead and flip char; published print materials; and understanding information.
Action Type: Program Evaluation
Action Type: Title I Schoolwide / Shannon Davis, Principal; Classroom teachers / Start: 07/01/2014
End: 06/30/2015 /
- Administrative Staff
- Teachers
ACTION BUDGET: / $
To improve reading achievement, speech teachers will attend technology training to assist with learning new ways struggling students can use technology to target problems in verbal expressions and speech fluency. Technology trainings and technology will be purchased as needed as well as the renewal of technology-based software, Education City and A-Z Learning, to support hands-on/real-world activities and student engagement strategies based upon trainings.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide / Shannon Davis, Elementary Principal / Start: 07/01/2014
End: 06/30/2015 / NSLA (State-281) - Purchased Services: / $2000.00
ACTION BUDGET: / $2000
Total Budget: / $2000
Intervention: Parental Involvement through Literacy (Acts 603 & 307) - through family nights to promote effective literacy strategies for use at home and guided reading groups books are sent home for parents to listen to child read.
Scientific Based Research: Henderson, A. and Mapp K. (2002) A New Wave of Evidence: The Impact of School, Family, and Community Connections on Student Achievement. Austin, TX: Southwest Educational Development Laboratory. Visible Learning: A Synthesis of Over 800 Meta Analyses Relating to Achievement-John Hattie (2009).
Actions / Person Responsible / Timeline / Resources / Source of Funds
Faculty (building-wide) meet to share ideas and provide materials for family nights including literacy activities.
Action Type: Collaboration
Action Type: Professional Development / K-3 Teachers / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- School Library
- Teaching Aids
ACTION BUDGET: / $
Family night will be held to promote literacy strategies to be used at home.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide / K-3 Teachers; PTO President; Literacy Team; / Start: 07/01/2014
End: 06/30/2015 /
- Teachers
ACTION BUDGET: / $
Attendance at our parent nights will be documented to determine participation. EVALUATION RESULTS: For 2013-2014, 150 families were represented by attendance at Family Fun Night including Literacy activities; 68 dads attended Watchdog Pizza Night; 433 parents attended the annual open house.
Action Type: Program Evaluation
Action Type: Title I Schoolwide / Jayme Wooten, Parent Coordinator; Literacy Team; / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
ACTION BUDGET: / $
Based upon various assessments, Special Education and Classroom Teachers will send home materials for parents to work with their child should the child display a deficit in a particular skill.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide / Jayme Wooten, Parent Facilitator; Teachers; / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- Teachers
- Teaching Aids
ACTION BUDGET: / $
Total Budget: / $0
Intervention: Provide Opportunities for self-selected reading in first through third grade. (Act 35)
Scientific Based Research: Guided Independent Reading. An Examination of the Reading Practice Database and the Scientific Research Supporting Guided Independent Reading as Implemented in Reading Renaissance. Renaissance Learning Inc. Terrance D. Paul(2003). Visible Learning: A Synthesis of Over 800 Meta Analyses Relating to Achievement-John Hattie (2009).
Actions / Person Responsible / Timeline / Resources / Source of Funds
Continue to use web-based accelerated reading program.
Action Type: Technology Inclusion
Action Type: Title I Schoolwide / Annette Lemley, Librarian/Media Specialist / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
ACTION BUDGET: / $
Using the Accelerated Reader Program, reading goals will be set for children in special education and regular education classrooms in grades 1-3.
Action Type: Equity
Action Type: Special Education
Action Type: Technology Inclusion / Annette Lemley, Librarian/Media Specialist; Classroom Teachers 1-3; Special Education Teachers / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- School Library
- Teachers
ACTION BUDGET: / $
To be used to measure student growth, an Accelerated Reader classroom diagnostic report will be printed at the end of each nine weeks for classroom teachers.
Action Type: AIP/IRI / Annette Lemley, Librarian/Media Specialist; Susan Ferguson / Start: 07/01/2014
End: 06/30/2015 /
- Computers
- District Staff
ACTION BUDGET: / $
The STAR and other developmentally appropriate assessments will be given as a pre/post test to measure growth during each school year. Evaluation Results 2013-2014: 1st Grade GE pre-test = not given and post-test = 1.9; 2nd Grade GE pre-test = 2.0 and post-test = 2.9 (+.9); 3rd Grade GE pre-test = 3.1 and post-test = 4.2 (+1.1).
Action Type: AIP/IRI
Action Type: Program Evaluation
Action Type: Title I Schoolwide / Annette Lemley,Media Specialist, Classroom Teachers; Susan Ferguson / Start: 07/01/2014
End: 06/30/2015 /
- Computers
- District Staff
- School Library
- Teachers
ACTION BUDGET: / $
Purchase books and Britannica on-line to expand choices including content and practical texts. Tumbleweed/software for e-books and audiobooks. / Annette Lemley, Librarian / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- School Library
NSLA (State-281) - Materials & Supplies: / $2500.00
ACTION BUDGET: / $3800
Total Budget: / $3800
Intervention: Mapping K-3 Curriculum
Scientific Based Research: Jacobs, Heidi Hayes (2004). Getting Results with Curriculum Mapping. Alexandria, VA: ASCD
Actions / Person Responsible / Timeline / Resources / Source of Funds
Teachers will use calendar based curriculum mapping and align daily reading curriculum to Common Core Standards.
Action Type: Alignment / K-3 Teachers / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- Outside Consultants
- Teachers
ACTION BUDGET: / $
Teachers will meet in vertical/horizontal teams to develop curriculum and compare curriculum maps in order to find gaps and/or repetitions. Benchmarks from Common Core Standards will be set for each grade level. PD: Aug. 11 and 13 (3 hours); Feb. 13 (3 hours).
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide / Melissa Cox; Instructional Facilitator; Tara Thompson, Federal Programs; / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- Teachers
ACTION BUDGET: / $
Teachers will meet in grade level/horizontal teams to evaluate test data and common assessments, and develop curriculum that correlates to a Standards Based Classroom.
Action Type: Alignment
Action Type: Collaboration
Action Type: Title I Schoolwide / Melissa Cox; Grade Level Chairs / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- Teachers
ACTION BUDGET: / $
Based upon the 2014 ESEA performance results, to narrow the achievement gap between All Students and TAGG Students and in order to improve instruction and increase student learning, the instructional facilitator and federal programs coordinator will coordinate alignment and curriculum activities with teachers, both horizontally and vertically. A data analysis will be completed on state test scores, CWT's/TESS results, etc. After areas of concern and weaknesses are determined, teachers will participate in PD activities to improve instructional strategies. Subs will be provided as well as materials and supplies.(see district plan as well). 2014-2015 Prof Dev.: 8-Aug PD: 5 hrs (Curriculum/Inst); 8-Aug PD: 1 hr (District Vision); 11-Aug PD: 2 hrs (Data Analysis); 11-Aug PD: 2 hrs (Building Vision; Code of Ethics; Anti-Bullying and Policies); 11-Aug PD: 1 hr (Horizontal Teams); 11-Aug PD: 1 hr (Curriculum/Inst); 12-Aug PD: 2 hrs (PGP/TESS/BloomBoard); 12-Aug PD: 2 hrs (ACSIP-Parent Barriers); 12-Aug PD: 2 hrs (Dyslexia Training-Jackie Roberts/Arch Ford); 13-Aug PD: 2 hrs (Parental Involvement/Social Networking-Thomas Pennington/ATU); 13-Aug PD: 2 hrs (Vertical Teams); 13-Aug PD: 2 hrs (eSchool); 14-Aug PD: 3 hrs (SchoolinSites); 14-Aug PD: 3 hrs (Instructional Strategies-SWD and Diversity-Jackie Roberts/Arch Ford); 15-Aug PD: 6 hrs (Curriculum/Instruction); 24-Oct PD: 6 hrs (Tech Expo); 13-Feb PD: 1 hr (ACSIP-peer review/program evaluation); 13-Feb PD: 3 hrs (Vertical Teams and Reflections) 13-Feb PD: 2 hrs (Revise and Enrich Curriculum Maps); 26-May PD: 6 hrs (Staff Dev'l/Curriculum); 27-May PD: 6 hrs (Flex Day or Curriculum/Instruction); Total = 60 hours
Action Type: Alignment
Action Type: Professional Development
Action Type: Title I Schoolwide / Melissa Cox; Instructional Facilitator; Tara Thompson, Federal Programs / Start: 07/01/2014
End: 06/30/2015 /
- District Staff
- Teachers
PD (State-223) - Employee Benefits: / $2600.00
PD (State-223) - Employee Salaries: / $3500.00
ACTION BUDGET: / $8275
At the beginning of school, teachers, principal and curriculum coordinator will meet to perform data analysis of augmented benchmark/PARCC and SAT 10 results. Activities will include: trend analysis, curriculum alignment, and development of instructional strategies to meet needs in identified weak areas. 2014 PD: Aug 11, Aug 12, Feb 13 (5 hours) Data Analysis / ACSIP. EVALUATION RESULTS: In 2013-2014, content (open response), content (multiple choice) and writing (multiple choice) were identified areas of concern. Contributing factors include: lack of exposure to real world text, lack of experience writing across curriculum, and writing too structured. Suggestions for improving include: continuing RTI, utilizing different materials, focusing on prior knowledge and vocabulary, and making sure ESL students have materials at home to assist in their learning.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Title I Schoolwide / Melissa Cox, Instructional Facilitator; Tara Thompson, Fed. Programs; Teachers / Start: 07/01/2014
End: 06/30/2015 /
ACTION BUDGET: / $
Before school starts and at the end of the school year, teachers will be given opportunities for professional development time for independent and grade level instruction / curriculum development and planning. 2013-2014 PD: 8-Aug PD: 5 hrs Curriculum/Instr); 11-Aug PD: 1 hr (Curriculum/Instr); 11, 13-Aug PD: 3 hrs (Vertical/Horiz Teams); 15-Aug PD: 6 hrs (Curriculum/Instr); 14-Aug PD: 3 hours (Diversity/Strategies-Jackie Roberts/Arch Ford); 13-Feb PD: 3 hrs (Vertical Teams and Reflections); 26-May PD: 6 hours (Curriculum/Inst);
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Title I Schoolwide / Melissa Cox; Instr. Facilitator; Tara Thompson, Federal Programs; Teachers / Start: 07/01/2014
End: 06/30/2015 /
- Teachers
ACTION BUDGET: / $
Total Budget: / $8275
Goal / All students will demonstrate an approved ability to connect writing and reading by supporting their writing with specific references from text.
Benchmark / 2013-2014 ESEA: In Literacy, All Students met achieving status in percent tested, but TAGG Students did not; met performance AMO for All Students, but not for TAGG Students; In the 2014-2015 SY, All Students will meet AMO of 95.79 in performance,and TAGG Students will increase scores to meet the 2015 AMO of 93.33 in performance.
Intervention: Implement Writing Across the Curriculum
Scientific Based Research: Fletcher, Ralph; Portalupi, JoAnn (2001). Writing Workshop: The Essential Guide. Portsmouth, NH: Heinemann