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2013-2014 ARCHIVE

Source of Funds Report

SO. CONWAY CO. SCHOOL DISTRICT
100 Baramore, Morrilton,AR 72110

Source of Funds Report

For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.

Total Amount Reported: $693187.55

Generated on January 6, 2015



MORRILTON ELEMENTARY SCHOOL -- $23239.8
Source of Funds: NSLA (State-281) - Capital Outlay -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay".
Source of Funds: NSLA (State-281) - Employee Benefits -- $4175
    Priority 2: Literacy
        Goal: Morrilton Elementary needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Employee Salaries -- $16698
    Priority 2: Literacy
        Goal: Morrilton Elementary needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Materials & Supplies".
Source of Funds: NSLA (State-281) - Other Objects -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Other Objects".
Source of Funds: NSLA (State-281) - Purchased Services -- $2366.8
    Priority 2: Literacy
        Goal: Morrilton Elementary needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
MORRILTON INTERMEDIATE SCHOOL -- $24367.8
Source of Funds: NSLA (State-281) - Capital Outlay -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay".
Source of Funds: NSLA (State-281) - Employee Benefits -- $4175
    Priority 1: Literacy
        Goal: Morrilton Intermediate School’s needs assessments indicate a need to increase student achievement in the areas of reading strategies, main idea and supporting evidence, and standard English conventions in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.78 and the growth goal of 88.84. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 87.36 and the growth goal of 86.9. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 51.57 and growth 63.37. Hispanic performance 91.67 and growth 93.57. Caucasian performance 89.93 and growth 88.97. ED performance of 87.65 and growth of 87.2. Program Evaluations align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Employee Salaries -- $16698
    Priority 1: Literacy
        Goal: Morrilton Intermediate School’s needs assessments indicate a need to increase student achievement in the areas of reading strategies, main idea and supporting evidence, and standard English conventions in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.78 and the growth goal of 88.84. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 87.36 and the growth goal of 86.9. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 51.57 and growth 63.37. Hispanic performance 91.67 and growth 93.57. Caucasian performance 89.93 and growth 88.97. ED performance of 87.65 and growth of 87.2. Program Evaluations align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Materials & Supplies".
Source of Funds: NSLA (State-281) - Other Objects -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Other Objects".
Source of Funds: NSLA (State-281) - Purchased Services -- $3494.8
    Priority 1: Literacy
        Goal: Morrilton Intermediate School’s needs assessments indicate a need to increase student achievement in the areas of reading strategies, main idea and supporting evidence, and standard English conventions in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.78 and the growth goal of 88.84. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 87.36 and the growth goal of 86.9. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 51.57 and growth 63.37. Hispanic performance 91.67 and growth 93.57. Caucasian performance 89.93 and growth 88.97. ED performance of 87.65 and growth of 87.2. Program Evaluations align with ESEA performance and growth accountability standards and needs assessment.
MORRILTON JUNIOR HIGH SCHOOL -- $160402.08
Source of Funds: NSLA (State-281) - Capital Outlay -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay".
Source of Funds: NSLA (State-281) - Employee Benefits -- $25868
    Priority 1: Literacy
        Goal: Morrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Employee Salaries -- $103456
    Priority 1: Literacy
        Goal: Morrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Materials & Supplies -- $28554.18
    Priority 1: Literacy
        Goal: Morrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
Source of Funds: NSLA (State-281) - Other Objects -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Other Objects".
Source of Funds: NSLA (State-281) - Purchased Services -- $2523.9
    Priority 1: Literacy
        Goal: Morrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
MORRILTON PRIMARY SCHOOL -- $27016.5
Source of Funds: NSLA (State-281) - Capital Outlay -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay".
Source of Funds: NSLA (State-281) - Employee Benefits -- $5136
    Priority 1: Literacy
        Goal: Morrilton Primary School needs assessments indicate a need to increase scholar achievement by 10% in the area of literacy for All scholars and more specifically in vocabulary and sentence comprehension. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessments.
Source of Funds: NSLA (State-281) - Employee Salaries -- $20543
    Priority 1: Literacy
        Goal: Morrilton Primary School needs assessments indicate a need to increase scholar achievement by 10% in the area of literacy for All scholars and more specifically in vocabulary and sentence comprehension. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessments.
Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Materials & Supplies".
Source of Funds: NSLA (State-281) - Other Objects -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Other Objects".
Source of Funds: NSLA (State-281) - Purchased Services -- $1337.5
    Priority 1: Literacy
        Goal: Morrilton Primary School needs assessments indicate a need to increase scholar achievement by 10% in the area of literacy for All scholars and more specifically in vocabulary and sentence comprehension. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessments.
MORRILTON SR. HIGH SCHOOL -- $264189.73
Source of Funds: NSLA (State-281) - Capital Outlay -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay".
Source of Funds: NSLA (State-281) - Employee Benefits -- $48898
    Priority 2: Demonstrate Proficiency In Literacy
        Goal: End of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
Source of Funds: NSLA (State-281) - Employee Salaries -- $195574
    Priority 2: Demonstrate Proficiency In Literacy
        Goal: End of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
Source of Funds: NSLA (State-281) - Materials & Supplies -- $11736.73
    Priority 2: Demonstrate Proficiency In Literacy
        Goal: End of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
Source of Funds: NSLA (State-281) - Other Objects -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Other Objects".
Source of Funds: NSLA (State-281) - Purchased Services -- $7981
    Priority 1: Demonstrate Proficiency In Mathematics
        Goal: End of Course Algebra and Geometry will meet or exceed the AMO Math cutoff of 83.88% of students scoring advanced or proficient in combined population and 81.81% of the targeted achievement gap group scoring advanced or proficient. Students' scores will improve in all areas, with emphasis in the five strands of algebra and geometry.
    Priority 2: Demonstrate Proficiency In Literacy
        Goal: End of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
SO. CONWAY CO. SCHOOL DISTRICT -- $193971.64
Source of Funds: NSLA (State-281) - Capital Outlay -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Capital Outlay".
Source of Funds: NSLA (State-281) - Employee Benefits -- $26972
    Priority 4: Wellness
        Goal: South Conway County School District will improve health and academic performance of all scholars. Furthermore, nutritional health and physical well-being of scholars in South Conway County School District will be enhanced, enabling students, parents, and staff members to make sound decisions in these areas.
Source of Funds: NSLA (State-281) - Employee Salaries -- $109571
    Priority 4: Wellness
        Goal: South Conway County School District will improve health and academic performance of all scholars. Furthermore, nutritional health and physical well-being of scholars in South Conway County School District will be enhanced, enabling students, parents, and staff members to make sound decisions in these areas.
Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Materials & Supplies".
Source of Funds: NSLA (State-281) - Other Objects -- $0
    There is no data for the Source of Funds type "NSLA (State-281) - Other Objects".
Source of Funds: NSLA (State-281) - Purchased Services -- $57428.64
    Priority 3: Safe and Orderly Environment
        Goal: South Conway County School District will educate its scholars on the dangers of drugs, violent behavior, and safety precautions in our school community.

MORRILTON ELEMENTARY SCHOOL -- $23239.8

Source of Funds

For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.


Source of Funds: NSLA (State-281) - Capital Outlay -- $0
There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay".

Source of Funds: NSLA (State-281) - Employee Benefits -- $4175
Priority 2: Literacy
Supporting Data:
  1. An average of 2010,2011, and 2012 school years reveals that 96.67% of ALL STUDENTS scored proficient or advanced. An average of 2010,2011, and 2012 school years reveals that 96.49% of students who were identified WHITE scored proficient or advanced and 75% of students who were not identified scored proficient or advanced. An average of 2010,2011, and 2012 school years reveals that 87.77% of students who were identified in the TARGET ACHIEVEMENT GAP GROUP (TAGG) scored proficient or advanced and 96% of students who were not identified scored proficient or advanced.
  2. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2013 administration of the (3rd) grade Augmented Benchmark and ITBS Exams. We heard a report from our Literacy Coach, Robin Burris, who showed written evidence documenting our main areas of weakness. In 2010,2011, and 2012 on the Primary Benchmark Test, correct responses for the open-response reading items have been significantly lower than the correct responses for multiple-choice reading items. In addition, item analysis for the Combined Population points to performance weaknesses in comprehending, evaluating, and responding to works of literature in Literary and Practical strands.
  3. 2012 Total Reading Iowa Test of Basic Skills data reveals First grade students scored at the 72nd percentile, Second grade students scored at the 71st percentile, Third grade students scored at the 64th percentile, and Fourth grade students scored at the 68th percentile. 2011 Total Reading Iowa Test of Basic Skills data reveals First grade students scored at the 70th percentile, Second grade students scored at the 67th percentile, Third grade students scored at the 75th percentile, and Fourth grade students scored at the 58th percentile. 2010 Total Reading SAT 10 data reveals First grade students scored at the 66th percentile, Second grade students scored at the 57th percentile, Third grade students scored at the 67th percentile, and Fourth grade students scored at the 89th percentile.
  4. Attendance data for 2nd and 3rd grades in the South Conway County School District: 2012-2013 ADA95% 2011-2012 ADA 97.3% 2010-2011 ADA 97% 2009-2010 ADA 94.2% 2008-2009 ADA 91.3%
GoalMorrilton Elementary needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
BenchmarkTo meet or exceed AYP goals of 92.8 and to increase the percentage of students who are proficient and advanced on the ITBS and Augmented Benchmark exam.
Intervention: Realign the Student Assistance Plan and use Effective Literacy training and the Morrilton Elementary Literacy Lab to enhance literacy instruction.
Scientific Based Research: Report of the National Reading Panel: Reports of the Subgroups (1999). Jessup, MD: National Institute for Literacy. Dorn. Linda J; French Cathy, and Jones, Tammy. (1998), Apprenticeship in Literacy. Transitions across reading and writing.
Actions Person Responsible Timeline Resources Source of Funds
A 1.0 FTE highly-qualified paraprofessional (Cindy Bradford-1120), working under the direction of a highly qualified, licensed teacher will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
Action Type: Equity
Lori Stidham, Principal Start: 07/01/2013
End: 06/30/2014
    NSLA (State-281) - Employee Benefits:$4,175.00

    ACTION BUDGET:$4,175.00
    Total Budget:$4,175.00

    Source of Funds: NSLA (State-281) - Employee Salaries -- $16698
    Priority 2: Literacy
    Supporting Data:
    1. An average of 2010,2011, and 2012 school years reveals that 96.67% of ALL STUDENTS scored proficient or advanced. An average of 2010,2011, and 2012 school years reveals that 96.49% of students who were identified WHITE scored proficient or advanced and 75% of students who were not identified scored proficient or advanced. An average of 2010,2011, and 2012 school years reveals that 87.77% of students who were identified in the TARGET ACHIEVEMENT GAP GROUP (TAGG) scored proficient or advanced and 96% of students who were not identified scored proficient or advanced.
    2. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2013 administration of the (3rd) grade Augmented Benchmark and ITBS Exams. We heard a report from our Literacy Coach, Robin Burris, who showed written evidence documenting our main areas of weakness. In 2010,2011, and 2012 on the Primary Benchmark Test, correct responses for the open-response reading items have been significantly lower than the correct responses for multiple-choice reading items. In addition, item analysis for the Combined Population points to performance weaknesses in comprehending, evaluating, and responding to works of literature in Literary and Practical strands.
    3. 2012 Total Reading Iowa Test of Basic Skills data reveals First grade students scored at the 72nd percentile, Second grade students scored at the 71st percentile, Third grade students scored at the 64th percentile, and Fourth grade students scored at the 68th percentile. 2011 Total Reading Iowa Test of Basic Skills data reveals First grade students scored at the 70th percentile, Second grade students scored at the 67th percentile, Third grade students scored at the 75th percentile, and Fourth grade students scored at the 58th percentile. 2010 Total Reading SAT 10 data reveals First grade students scored at the 66th percentile, Second grade students scored at the 57th percentile, Third grade students scored at the 67th percentile, and Fourth grade students scored at the 89th percentile.
    4. Attendance data for 2nd and 3rd grades in the South Conway County School District: 2012-2013 ADA95% 2011-2012 ADA 97.3% 2010-2011 ADA 97% 2009-2010 ADA 94.2% 2008-2009 ADA 91.3%
    GoalMorrilton Elementary needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
    BenchmarkTo meet or exceed AYP goals of 92.8 and to increase the percentage of students who are proficient and advanced on the ITBS and Augmented Benchmark exam.
    Intervention: Realign the Student Assistance Plan and use Effective Literacy training and the Morrilton Elementary Literacy Lab to enhance literacy instruction.
    Scientific Based Research: Report of the National Reading Panel: Reports of the Subgroups (1999). Jessup, MD: National Institute for Literacy. Dorn. Linda J; French Cathy, and Jones, Tammy. (1998), Apprenticeship in Literacy. Transitions across reading and writing.
    Actions Person Responsible Timeline Resources Source of Funds
    A 1.0 FTE highly-qualified paraprofessional (Cindy Bradford-1120), working under the direction of a highly qualified, licensed teacher will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
    Action Type: Equity
    Lori Stidham, Principal Start: 07/01/2013
    End: 06/30/2014
      NSLA (State-281) - Employee Salaries:$16,698.00

      ACTION BUDGET:$16,698.00
      Total Budget:$16,698.00

      Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
      There is no data for the Source of Funds "NSLA (State-281) - Materials & Supplies".

      Source of Funds: NSLA (State-281) - Other Objects -- $0
      There is no data for the Source of Funds "NSLA (State-281) - Other Objects".

      Source of Funds: NSLA (State-281) - Purchased Services -- $2366.8
      Priority 2: Literacy
      Supporting Data:
      1. An average of 2010,2011, and 2012 school years reveals that 96.67% of ALL STUDENTS scored proficient or advanced. An average of 2010,2011, and 2012 school years reveals that 96.49% of students who were identified WHITE scored proficient or advanced and 75% of students who were not identified scored proficient or advanced. An average of 2010,2011, and 2012 school years reveals that 87.77% of students who were identified in the TARGET ACHIEVEMENT GAP GROUP (TAGG) scored proficient or advanced and 96% of students who were not identified scored proficient or advanced.
      2. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2013 administration of the (3rd) grade Augmented Benchmark and ITBS Exams. We heard a report from our Literacy Coach, Robin Burris, who showed written evidence documenting our main areas of weakness. In 2010,2011, and 2012 on the Primary Benchmark Test, correct responses for the open-response reading items have been significantly lower than the correct responses for multiple-choice reading items. In addition, item analysis for the Combined Population points to performance weaknesses in comprehending, evaluating, and responding to works of literature in Literary and Practical strands.
      3. 2012 Total Reading Iowa Test of Basic Skills data reveals First grade students scored at the 72nd percentile, Second grade students scored at the 71st percentile, Third grade students scored at the 64th percentile, and Fourth grade students scored at the 68th percentile. 2011 Total Reading Iowa Test of Basic Skills data reveals First grade students scored at the 70th percentile, Second grade students scored at the 67th percentile, Third grade students scored at the 75th percentile, and Fourth grade students scored at the 58th percentile. 2010 Total Reading SAT 10 data reveals First grade students scored at the 66th percentile, Second grade students scored at the 57th percentile, Third grade students scored at the 67th percentile, and Fourth grade students scored at the 89th percentile.
      4. Attendance data for 2nd and 3rd grades in the South Conway County School District: 2012-2013 ADA95% 2011-2012 ADA 97.3% 2010-2011 ADA 97% 2009-2010 ADA 94.2% 2008-2009 ADA 91.3%
      GoalMorrilton Elementary needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
      BenchmarkTo meet or exceed AYP goals of 92.8 and to increase the percentage of students who are proficient and advanced on the ITBS and Augmented Benchmark exam.
      Intervention: Use frequent monitoring of student progress to determine the need for remediation, enrichment, change in curriculum, or change in instructional approach.
      Scientific Based Research: Lezotte, L. and McKee, K. (2002). Assembly required: A continuous school improvement system, Okemos, MI: Effective Schools Products, Ltd.
      Actions Person Responsible Timeline Resources Source of Funds
      South Conway County School District will support, with NSLA funds and other resources, a contract with the North West Educational Association to use assessment software which will provide data from research-based assessments administered in grades 2nd-3rd to inform important instructional techniques and make decisions regarding point-in-time remediation. NSLA funds (2240)will be used to enable each school to track the learning progress of each student assessed. South Conway County School District will use NSLA funds to pay for this research-based strategy as per 6.05.1.4 of the Rules Governing the Distribution of Student Special Needs Funding.
      Action Type: Program Evaluation
      Action Type: Technology Inclusion
      Lori Stidham, Principal Start: 07/01/2013
      End: 06/30/2013
      • Administrative Staff
      • Computers
      • Teachers
      NSLA (State-281) - Purchased Services:$2,366.80

      ACTION BUDGET:$2,366.80
      Total Budget:$2,366.80

      MORRILTON INTERMEDIATE SCHOOL -- $24367.8

      Source of Funds

      For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.


      Source of Funds: NSLA (State-281) - Capital Outlay -- $0
      There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay".

      Source of Funds: NSLA (State-281) - Employee Benefits -- $4175
      Priority 1: Literacy
      Supporting Data:
      1. NEEDS ASSESSMENT ACSIP CRT Data Source for MORRILTON INTERMEDIATE SCHOOL (MIS)
        MIS faculty met and analyzed Augmented Benchmark data from all students including Targeted Achievement Gap Groups to determine areas of strength and weakness. Trend data was analyzed to align curriculum, instruction, assessment, technology inclusion, parent involvement and professional development.
        A comprehensive needs assessment and an in-depth analysis of multiple data sources, including 2013 data as well as trend data, indicates the need to improve reading strategies, main idea and supporting evidence, and Standard English Conventions for all students.

        1. Combined Population:

        Building wide, 81.89% of all students were proficient or advanced and 71.68% demonstrated growth. Students in the TAGG were 76.47% proficient and advanced while 67.1% showed growth.
        Grade 4 Augmented/Benchmark Exam: In 2013, 70% of the combined population scored proficient or advanced. In 2012, 92% scored proficient or advanced. In 2011, 90% scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are questioning, inferring, author’s purpose, editing, and spelling and Standard English Conventions .
        Grade 5 Augmented/Benchmark Exam: In 2013, 87% of the combined population scored proficient or advanced. In 2012, 88% scored proficient or advanced.In 2011, 87% scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are reading comprehension, using text features and structures, and identifying main ideas and supporting evidence along with Standard English Conventions.
        Grade 6 Augmented/Benchmark Exam: In 2013, 76% of the combined population scored proficient or advanced. In 2012, 86% of students scored proficient or advanced. In 2011, 77% of students scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are inferring, identifying main ideas, and Standard English Conventions.

        2. Targeted Achievement Gap Group (TAGG)

        Grade 4 Augmented/ Benchmark Exam: In 2013…….. In 2012, 89.4% of our TAGG students scored proficient or advanced.
        Grade 5 Augmented/ Benchmark Exam: In 2013…….. In 2012, 86.5% of our TAGG students scored proficient or advanced.
        Grade6 Augmented/ Benchmark Exam: In 2013…….. In 2012, 85.7% of our TAGG students scored proficient or advanced.

        3. Students with Disabilities (IEP):

        Grade 4 Augmented/Benchmark Exam: In 2013, 21% of our students with disabilities scored proficient or advanced. In 2012 MIS did not have enough students who tested as IEP to construct a sub-population. In 2011, 43%scored proficient or advanced.
        Grade 5 Augmented/Benchmark Exam: In 2013, 33% of our students with disabilities scored proficient or advanced. In 2012, 50% scored proficient or advanced. In 2011, 30.8% scored proficient.
        Grade 6 Augmented/Benchmark Exam: In 2013, 12% of our students with disabilities scored proficient. In 2012, 0% of our IEP students scored proficient or advanced. In 2011, 25% scored proficient or advanced.

        4. Limited English Proficiency (LEP):

        MIS tested 12 LEP students in 2013. Together 83.3% scored proficient or advanced. The previous two years, 2012 and 2011, MIS did not test enough students to have a sub-population.

        5. Economically Disadvantaged:

        Grade 4 Augmented/Benchmark Exam: In 2013, 73% of our economically disadvantaged students scored proficient or advanced. In 2012, 89% scored proficient or advanced. In 2011, 86% of students scored proficient or advanced.
        Grade 5 Augmented/Benchmark Exam: In 2013, 83% of our economically disadvantaged students scored proficient or advanced. In 2012, 86% scored proficient or advanced. In 2011, 86% of students scored proficient or advanced.
        Grade 6 Augmented/Benchmark Exam: In 2013, 71% of our economically disadvantaged students scored proficient or advanced. In 2012, 87% scored proficient or advanced. In 2011, 72% of students scored proficient or advanced.

        6. Caucasian:

        Grade 4 Augmented/Benchmark Exam: In 2013, 80% of our Caucasian students scored proficient or advanced. In 2012, 94% scored proficient or advanced. In 2011, 90% of Caucasian students scored proficient or advanced.
        Grade 5 Augmented/Benchmark Exam: In 2013, 89% of our Caucasian students scored proficient or advanced. In 2012, 89% scored proficient or advanced. In 2011, 90% of students scored proficient and advanced.
        Grade 6 Augmented/Benchmark Exam: In 2013, 76% of our Caucasian students scored proficient or advanced. In 2012, 87.7% scored proficient or advanced. In 2011, 79% of students scored proficient or advanced.

        7. African American:

        Grade 4 Augmented/Benchmark Exam: In 2013, 82% of our African American students scored proficient or advanced. In 2012, 91% scored proficient or advanced. In 2011, 88.2% scored proficient or advanced.
        Grade 5 Augmented/Benchmark Exam: In 2013, 79% of our African American students scored proficient or advanced. In 2012, 87.5% scored proficient or advanced. In 2011, 81% scored proficient and advanced.
        Grade 6 Augmented/Benchmark Exam: In 2013, 67% of our African American students scored proficient or advanced. In 2012, 87% scored proficient or advanced. In 2011, 82.8% scored proficient or advanced.

        8. Hispanic:

        Grade 4 Augmented/Benchmark Exam: In 2013, 77% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 92% scored proficient or advanced.
        Grade 5 Augmented/Benchmark Exam: In 2013, 83% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 92% scored proficient or advanced.
        Grade 6 Augmented/Benchmark Exam: In 2013, 84% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 82%scored proficient or advanced.

      2. Measurement of Annual Progress (MAP) test Overall, 7.5% of students scored proficient and 35% of students scored proficient and achieved growth. 38% of students scored proficient but did not achieve growth, and 19% of students did not score proficient and meet growth. 4th Grade: 43% demonstrated growth and 79% achieved proficiency. The mean score was 55%. 5th Grade: 40% demonstrated growth and 66% achieved proficiency. The mean score was 50%. 6th Grade: 44% demonstrated growth and 72% achieved proficiency. The mean score was 51%.
      3. SCHOOL ATTENDANCE DATA: 2005/2006, 94.6%; 2006/2007, 97.3%; 2007/2008, 92.9%; 2009/2010, 95%; 2010/2011, 94%; 2011/2012-96.4%; 2012/2013, 97.82%
      GoalMorrilton Intermediate School’s needs assessments indicate a need to increase student achievement in the areas of reading strategies, main idea and supporting evidence, and standard English conventions in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.78 and the growth goal of 88.84. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 87.36 and the growth goal of 86.9. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 51.57 and growth 63.37. Hispanic performance 91.67 and growth 93.57. Caucasian performance 89.93 and growth 88.97. ED performance of 87.65 and growth of 87.2. Program Evaluations align with ESEA performance and growth accountability standards and needs assessment.
      BenchmarkAll students at Morrilton Intermediate School did not reach the AMO of 88.64, nor did the TAGG population meet the AMO of 85.95 set for 2013. All students and the TAGG population also did not meet AMO for growth performance (87.6 and 85.44 respectively), therefore, MIS has an overall school status of 'Needs Improvement'. By Spring 2014, all students as well as Targeted Achievement Gap Groups will meet or exceed the AMO performance targets of 89.78 and 87.36 on the Benchmark Literacy Exam as well as growth targets of 88.84 and 86.9. This goal will allow MIS to meet the annual measurable objectives.
      Intervention: Provide differentiated instruction to meet the needs of all students in literacy.
      Scientific Based Research: Glasgow, N., McNary, S. and Hicks, C. (2006). What successful teachers do in diverse classrooms: 71 research-based classroom strategies for new and veteran teachers. Thousand Oaks, CA: Corwin Press. National Association of Secondary School Principals (2006). Breaking ranks in the middle: Strategies for leading middle level reform. Providence, RI: The Education Alliance. O'Shea, M. (2005). From standards to success. Alexandria, VA: Association for Supervision and Curriculum Development.
      Actions Person Responsible Timeline Resources Source of Funds
      A 1.0 FTE highly-qualified paraprofessional (Arlene Halbrook-1120), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
      Karey Livingston, Principal Start: 07/01/2013
      End: 06/30/2014
        NSLA (State-281) - Employee Benefits:$4,175.00

        ACTION BUDGET:$4,175.00
        Total Budget:$4,175.00

        Source of Funds: NSLA (State-281) - Employee Salaries -- $16698
        Priority 1: Literacy
        Supporting Data:
        1. NEEDS ASSESSMENT ACSIP CRT Data Source for MORRILTON INTERMEDIATE SCHOOL (MIS)
          MIS faculty met and analyzed Augmented Benchmark data from all students including Targeted Achievement Gap Groups to determine areas of strength and weakness. Trend data was analyzed to align curriculum, instruction, assessment, technology inclusion, parent involvement and professional development.
          A comprehensive needs assessment and an in-depth analysis of multiple data sources, including 2013 data as well as trend data, indicates the need to improve reading strategies, main idea and supporting evidence, and Standard English Conventions for all students.

          1. Combined Population:

          Building wide, 81.89% of all students were proficient or advanced and 71.68% demonstrated growth. Students in the TAGG were 76.47% proficient and advanced while 67.1% showed growth.
          Grade 4 Augmented/Benchmark Exam: In 2013, 70% of the combined population scored proficient or advanced. In 2012, 92% scored proficient or advanced. In 2011, 90% scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are questioning, inferring, author’s purpose, editing, and spelling and Standard English Conventions .
          Grade 5 Augmented/Benchmark Exam: In 2013, 87% of the combined population scored proficient or advanced. In 2012, 88% scored proficient or advanced.In 2011, 87% scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are reading comprehension, using text features and structures, and identifying main ideas and supporting evidence along with Standard English Conventions.
          Grade 6 Augmented/Benchmark Exam: In 2013, 76% of the combined population scored proficient or advanced. In 2012, 86% of students scored proficient or advanced. In 2011, 77% of students scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are inferring, identifying main ideas, and Standard English Conventions.

          2. Targeted Achievement Gap Group (TAGG)

          Grade 4 Augmented/ Benchmark Exam: In 2013…….. In 2012, 89.4% of our TAGG students scored proficient or advanced.
          Grade 5 Augmented/ Benchmark Exam: In 2013…….. In 2012, 86.5% of our TAGG students scored proficient or advanced.
          Grade6 Augmented/ Benchmark Exam: In 2013…….. In 2012, 85.7% of our TAGG students scored proficient or advanced.

          3. Students with Disabilities (IEP):

          Grade 4 Augmented/Benchmark Exam: In 2013, 21% of our students with disabilities scored proficient or advanced. In 2012 MIS did not have enough students who tested as IEP to construct a sub-population. In 2011, 43%scored proficient or advanced.
          Grade 5 Augmented/Benchmark Exam: In 2013, 33% of our students with disabilities scored proficient or advanced. In 2012, 50% scored proficient or advanced. In 2011, 30.8% scored proficient.
          Grade 6 Augmented/Benchmark Exam: In 2013, 12% of our students with disabilities scored proficient. In 2012, 0% of our IEP students scored proficient or advanced. In 2011, 25% scored proficient or advanced.

          4. Limited English Proficiency (LEP):

          MIS tested 12 LEP students in 2013. Together 83.3% scored proficient or advanced. The previous two years, 2012 and 2011, MIS did not test enough students to have a sub-population.

          5. Economically Disadvantaged:

          Grade 4 Augmented/Benchmark Exam: In 2013, 73% of our economically disadvantaged students scored proficient or advanced. In 2012, 89% scored proficient or advanced. In 2011, 86% of students scored proficient or advanced.
          Grade 5 Augmented/Benchmark Exam: In 2013, 83% of our economically disadvantaged students scored proficient or advanced. In 2012, 86% scored proficient or advanced. In 2011, 86% of students scored proficient or advanced.
          Grade 6 Augmented/Benchmark Exam: In 2013, 71% of our economically disadvantaged students scored proficient or advanced. In 2012, 87% scored proficient or advanced. In 2011, 72% of students scored proficient or advanced.

          6. Caucasian:

          Grade 4 Augmented/Benchmark Exam: In 2013, 80% of our Caucasian students scored proficient or advanced. In 2012, 94% scored proficient or advanced. In 2011, 90% of Caucasian students scored proficient or advanced.
          Grade 5 Augmented/Benchmark Exam: In 2013, 89% of our Caucasian students scored proficient or advanced. In 2012, 89% scored proficient or advanced. In 2011, 90% of students scored proficient and advanced.
          Grade 6 Augmented/Benchmark Exam: In 2013, 76% of our Caucasian students scored proficient or advanced. In 2012, 87.7% scored proficient or advanced. In 2011, 79% of students scored proficient or advanced.

          7. African American:

          Grade 4 Augmented/Benchmark Exam: In 2013, 82% of our African American students scored proficient or advanced. In 2012, 91% scored proficient or advanced. In 2011, 88.2% scored proficient or advanced.
          Grade 5 Augmented/Benchmark Exam: In 2013, 79% of our African American students scored proficient or advanced. In 2012, 87.5% scored proficient or advanced. In 2011, 81% scored proficient and advanced.
          Grade 6 Augmented/Benchmark Exam: In 2013, 67% of our African American students scored proficient or advanced. In 2012, 87% scored proficient or advanced. In 2011, 82.8% scored proficient or advanced.

          8. Hispanic:

          Grade 4 Augmented/Benchmark Exam: In 2013, 77% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 92% scored proficient or advanced.
          Grade 5 Augmented/Benchmark Exam: In 2013, 83% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 92% scored proficient or advanced.
          Grade 6 Augmented/Benchmark Exam: In 2013, 84% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 82%scored proficient or advanced.

        2. Measurement of Annual Progress (MAP) test Overall, 7.5% of students scored proficient and 35% of students scored proficient and achieved growth. 38% of students scored proficient but did not achieve growth, and 19% of students did not score proficient and meet growth. 4th Grade: 43% demonstrated growth and 79% achieved proficiency. The mean score was 55%. 5th Grade: 40% demonstrated growth and 66% achieved proficiency. The mean score was 50%. 6th Grade: 44% demonstrated growth and 72% achieved proficiency. The mean score was 51%.
        3. SCHOOL ATTENDANCE DATA: 2005/2006, 94.6%; 2006/2007, 97.3%; 2007/2008, 92.9%; 2009/2010, 95%; 2010/2011, 94%; 2011/2012-96.4%; 2012/2013, 97.82%
        GoalMorrilton Intermediate School’s needs assessments indicate a need to increase student achievement in the areas of reading strategies, main idea and supporting evidence, and standard English conventions in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.78 and the growth goal of 88.84. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 87.36 and the growth goal of 86.9. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 51.57 and growth 63.37. Hispanic performance 91.67 and growth 93.57. Caucasian performance 89.93 and growth 88.97. ED performance of 87.65 and growth of 87.2. Program Evaluations align with ESEA performance and growth accountability standards and needs assessment.
        BenchmarkAll students at Morrilton Intermediate School did not reach the AMO of 88.64, nor did the TAGG population meet the AMO of 85.95 set for 2013. All students and the TAGG population also did not meet AMO for growth performance (87.6 and 85.44 respectively), therefore, MIS has an overall school status of 'Needs Improvement'. By Spring 2014, all students as well as Targeted Achievement Gap Groups will meet or exceed the AMO performance targets of 89.78 and 87.36 on the Benchmark Literacy Exam as well as growth targets of 88.84 and 86.9. This goal will allow MIS to meet the annual measurable objectives.
        Intervention: Provide differentiated instruction to meet the needs of all students in literacy.
        Scientific Based Research: Glasgow, N., McNary, S. and Hicks, C. (2006). What successful teachers do in diverse classrooms: 71 research-based classroom strategies for new and veteran teachers. Thousand Oaks, CA: Corwin Press. National Association of Secondary School Principals (2006). Breaking ranks in the middle: Strategies for leading middle level reform. Providence, RI: The Education Alliance. O'Shea, M. (2005). From standards to success. Alexandria, VA: Association for Supervision and Curriculum Development.
        Actions Person Responsible Timeline Resources Source of Funds
        A 1.0 FTE highly-qualified paraprofessional (Arlene Halbrook-1120), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
        Karey Livingston, Principal Start: 07/01/2013
        End: 06/30/2014
          NSLA (State-281) - Employee Salaries:$16,698.00

          ACTION BUDGET:$16,698.00
          Total Budget:$16,698.00

          Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Materials & Supplies".

          Source of Funds: NSLA (State-281) - Other Objects -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Other Objects".

          Source of Funds: NSLA (State-281) - Purchased Services -- $3494.8
          Priority 1: Literacy
          Supporting Data:
          1. NEEDS ASSESSMENT ACSIP CRT Data Source for MORRILTON INTERMEDIATE SCHOOL (MIS)
            MIS faculty met and analyzed Augmented Benchmark data from all students including Targeted Achievement Gap Groups to determine areas of strength and weakness. Trend data was analyzed to align curriculum, instruction, assessment, technology inclusion, parent involvement and professional development.
            A comprehensive needs assessment and an in-depth analysis of multiple data sources, including 2013 data as well as trend data, indicates the need to improve reading strategies, main idea and supporting evidence, and Standard English Conventions for all students.

            1. Combined Population:

            Building wide, 81.89% of all students were proficient or advanced and 71.68% demonstrated growth. Students in the TAGG were 76.47% proficient and advanced while 67.1% showed growth.
            Grade 4 Augmented/Benchmark Exam: In 2013, 70% of the combined population scored proficient or advanced. In 2012, 92% scored proficient or advanced. In 2011, 90% scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are questioning, inferring, author’s purpose, editing, and spelling and Standard English Conventions .
            Grade 5 Augmented/Benchmark Exam: In 2013, 87% of the combined population scored proficient or advanced. In 2012, 88% scored proficient or advanced.In 2011, 87% scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are reading comprehension, using text features and structures, and identifying main ideas and supporting evidence along with Standard English Conventions.
            Grade 6 Augmented/Benchmark Exam: In 2013, 76% of the combined population scored proficient or advanced. In 2012, 86% of students scored proficient or advanced. In 2011, 77% of students scored proficient or advanced. The three year trend analysis revealed that the lowest identified areas are inferring, identifying main ideas, and Standard English Conventions.

            2. Targeted Achievement Gap Group (TAGG)

            Grade 4 Augmented/ Benchmark Exam: In 2013…….. In 2012, 89.4% of our TAGG students scored proficient or advanced.
            Grade 5 Augmented/ Benchmark Exam: In 2013…….. In 2012, 86.5% of our TAGG students scored proficient or advanced.
            Grade6 Augmented/ Benchmark Exam: In 2013…….. In 2012, 85.7% of our TAGG students scored proficient or advanced.

            3. Students with Disabilities (IEP):

            Grade 4 Augmented/Benchmark Exam: In 2013, 21% of our students with disabilities scored proficient or advanced. In 2012 MIS did not have enough students who tested as IEP to construct a sub-population. In 2011, 43%scored proficient or advanced.
            Grade 5 Augmented/Benchmark Exam: In 2013, 33% of our students with disabilities scored proficient or advanced. In 2012, 50% scored proficient or advanced. In 2011, 30.8% scored proficient.
            Grade 6 Augmented/Benchmark Exam: In 2013, 12% of our students with disabilities scored proficient. In 2012, 0% of our IEP students scored proficient or advanced. In 2011, 25% scored proficient or advanced.

            4. Limited English Proficiency (LEP):

            MIS tested 12 LEP students in 2013. Together 83.3% scored proficient or advanced. The previous two years, 2012 and 2011, MIS did not test enough students to have a sub-population.

            5. Economically Disadvantaged:

            Grade 4 Augmented/Benchmark Exam: In 2013, 73% of our economically disadvantaged students scored proficient or advanced. In 2012, 89% scored proficient or advanced. In 2011, 86% of students scored proficient or advanced.
            Grade 5 Augmented/Benchmark Exam: In 2013, 83% of our economically disadvantaged students scored proficient or advanced. In 2012, 86% scored proficient or advanced. In 2011, 86% of students scored proficient or advanced.
            Grade 6 Augmented/Benchmark Exam: In 2013, 71% of our economically disadvantaged students scored proficient or advanced. In 2012, 87% scored proficient or advanced. In 2011, 72% of students scored proficient or advanced.

            6. Caucasian:

            Grade 4 Augmented/Benchmark Exam: In 2013, 80% of our Caucasian students scored proficient or advanced. In 2012, 94% scored proficient or advanced. In 2011, 90% of Caucasian students scored proficient or advanced.
            Grade 5 Augmented/Benchmark Exam: In 2013, 89% of our Caucasian students scored proficient or advanced. In 2012, 89% scored proficient or advanced. In 2011, 90% of students scored proficient and advanced.
            Grade 6 Augmented/Benchmark Exam: In 2013, 76% of our Caucasian students scored proficient or advanced. In 2012, 87.7% scored proficient or advanced. In 2011, 79% of students scored proficient or advanced.

            7. African American:

            Grade 4 Augmented/Benchmark Exam: In 2013, 82% of our African American students scored proficient or advanced. In 2012, 91% scored proficient or advanced. In 2011, 88.2% scored proficient or advanced.
            Grade 5 Augmented/Benchmark Exam: In 2013, 79% of our African American students scored proficient or advanced. In 2012, 87.5% scored proficient or advanced. In 2011, 81% scored proficient and advanced.
            Grade 6 Augmented/Benchmark Exam: In 2013, 67% of our African American students scored proficient or advanced. In 2012, 87% scored proficient or advanced. In 2011, 82.8% scored proficient or advanced.

            8. Hispanic:

            Grade 4 Augmented/Benchmark Exam: In 2013, 77% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 92% scored proficient or advanced.
            Grade 5 Augmented/Benchmark Exam: In 2013, 83% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 92% scored proficient or advanced.
            Grade 6 Augmented/Benchmark Exam: In 2013, 84% of our Hispanic students scored proficient or advanced. In 2012, 100% scored proficient or advanced. In 2011, 82%scored proficient or advanced.

          2. Measurement of Annual Progress (MAP) test Overall, 7.5% of students scored proficient and 35% of students scored proficient and achieved growth. 38% of students scored proficient but did not achieve growth, and 19% of students did not score proficient and meet growth. 4th Grade: 43% demonstrated growth and 79% achieved proficiency. The mean score was 55%. 5th Grade: 40% demonstrated growth and 66% achieved proficiency. The mean score was 50%. 6th Grade: 44% demonstrated growth and 72% achieved proficiency. The mean score was 51%.
          3. SCHOOL ATTENDANCE DATA: 2005/2006, 94.6%; 2006/2007, 97.3%; 2007/2008, 92.9%; 2009/2010, 95%; 2010/2011, 94%; 2011/2012-96.4%; 2012/2013, 97.82%
          GoalMorrilton Intermediate School’s needs assessments indicate a need to increase student achievement in the areas of reading strategies, main idea and supporting evidence, and standard English conventions in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.78 and the growth goal of 88.84. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 87.36 and the growth goal of 86.9. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 51.57 and growth 63.37. Hispanic performance 91.67 and growth 93.57. Caucasian performance 89.93 and growth 88.97. ED performance of 87.65 and growth of 87.2. Program Evaluations align with ESEA performance and growth accountability standards and needs assessment.
          BenchmarkAll students at Morrilton Intermediate School did not reach the AMO of 88.64, nor did the TAGG population meet the AMO of 85.95 set for 2013. All students and the TAGG population also did not meet AMO for growth performance (87.6 and 85.44 respectively), therefore, MIS has an overall school status of 'Needs Improvement'. By Spring 2014, all students as well as Targeted Achievement Gap Groups will meet or exceed the AMO performance targets of 89.78 and 87.36 on the Benchmark Literacy Exam as well as growth targets of 88.84 and 86.9. This goal will allow MIS to meet the annual measurable objectives.
          Intervention: Provide differentiated instruction to meet the needs of all students in literacy.
          Scientific Based Research: Glasgow, N., McNary, S. and Hicks, C. (2006). What successful teachers do in diverse classrooms: 71 research-based classroom strategies for new and veteran teachers. Thousand Oaks, CA: Corwin Press. National Association of Secondary School Principals (2006). Breaking ranks in the middle: Strategies for leading middle level reform. Providence, RI: The Education Alliance. O'Shea, M. (2005). From standards to success. Alexandria, VA: Association for Supervision and Curriculum Development.
          Actions Person Responsible Timeline Resources Source of Funds
          South Conway County School District will support, with NSLA funds and other resources, a contract with the North West Educational Association to use assessment software which will provide data from research-based assessments administered in grades 4th-6th to inform important instructional techniques and make decisions regarding point-in-time remediation. NSLA funds (2240)will be used to enable each school to track the learning progress of each student assessed. South Conway County School District will use NSLA funds to pay for this research-based strategy as per 6.05.1.4 of the Rules Governing the Distribution of Student Special Needs Funding.
          Action Type: Program Evaluation
          Action Type: Technology Inclusion
          Karey Livingston, Principal Start: 07/01/2013
          End: 06/30/2014
          • Administrative Staff
          • Computers
          • Teachers
          NSLA (State-281) - Purchased Services:$3,494.80

          ACTION BUDGET:$3,494.80
          Total Budget:$3,494.80

          MORRILTON JUNIOR HIGH SCHOOL -- $160402.08

          Source of Funds

          For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.


          Source of Funds: NSLA (State-281) - Capital Outlay -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay".

          Source of Funds: NSLA (State-281) - Employee Benefits -- $25868
          Priority 1: Literacy
          Supporting Data:
          1. COMPREHENSIVE NEEDS ASSESSMENT: The ACSIP committee analyzed test scores from the 2013 administration of the 7th & 8th grade Augmented Benchmark. We examined results from the combined population and TAGG subpopulation. We conducted data analysis to determine our main areas of weaknesses. In addition, we studied our Attendance, Disciplinary, and Achievement Data over the past three years across the grade levels for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify specific areas of need and help align classroom instruction with our curriculum, assessment, and professional development. We examined our routines, customs, norms, and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2013 Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: reading comprehension, written expression, literary passages, practical passages, content and style writing domains plus open response.
          2. Morrilton Junior High School Attendance Rate: 2012 - 95.09%; 2011 - 93.58%; 2010 - 94.33%; 2009 - 94.33%.
          GoalMorrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
          BenchmarkIn order for MJHS to maintain achieving school status, it is expected that each student will meet or exceed the required "meets standard" score.
          Intervention: Improve literacy, academic performance, and learning environment.
          Scientific Based Research: Marzano, Robert J. (2009) On Excellence in Teaching: Changing the Way You Teach: Improving the Way Students Learn. Solution Tree
          Actions Person Responsible Timeline Resources Source of Funds
          A 0.5 FTE Instructional Facilitator (Shavon Jackson-2297) will be provided who will analyze assessments in literacy and mathematics, provide professional development, demonstrate teaching strategies, provide research materials, assist with instructional materials acquisition, and assist classroom teachers by giving instructional support to students who are at risk for failure. This is allowed in Rules Governing the Distribution of Student Special Needs Funding, Section 6.07.1.
          Action Type: Collaboration
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Benefits:$5,414.00

          ACTION BUDGET:$5,414.00
          Utilizing NSLA funds,(1130)the district will provide two 0.125 FTE Highly Qualified Teachers (Shauna Starr-1130 and Jessica Smolsky-1130), one 0.113 FTE Highly Qualified Teacher(Tyler Briscoe-1130), one 0.0961 FTE Highly Qualified Teacher (Ryan Davis-1130), one 0.1203 FTE Highly Qualified Teacher (Tiffanie Manes-1130), and two 0.25 FTE Highly Qualified Teachers (Katy Butz-1130; Bethali Sommers-1130) to serve as tutors for academic intervention and point-in-time remediation of students during Tools for Learning Classes and Enrichment Periods. These teachers will work with learners and tutor them academically. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.1.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Benefits:$10,964.00

          ACTION BUDGET:$10,964.00
          A 1.0 FTE highly-qualified paraprofessional (Adena Mourot-1130), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Benefits:$4,175.00

          ACTION BUDGET:$4,175.00
          A 1.0 FTE highly-qualified paraprofessional (Doris Payne-1130), working under the direction of a highly qualified, licensed teacher, will assist with academic intervention giving instructional support to students who are at risk for failure, helping them to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Benefits:$5,315.00

          ACTION BUDGET:$5,315.00
          Total Budget:$25,868.00

          Source of Funds: NSLA (State-281) - Employee Salaries -- $103456
          Priority 1: Literacy
          Supporting Data:
          1. COMPREHENSIVE NEEDS ASSESSMENT: The ACSIP committee analyzed test scores from the 2013 administration of the 7th & 8th grade Augmented Benchmark. We examined results from the combined population and TAGG subpopulation. We conducted data analysis to determine our main areas of weaknesses. In addition, we studied our Attendance, Disciplinary, and Achievement Data over the past three years across the grade levels for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify specific areas of need and help align classroom instruction with our curriculum, assessment, and professional development. We examined our routines, customs, norms, and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2013 Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: reading comprehension, written expression, literary passages, practical passages, content and style writing domains plus open response.
          2. Morrilton Junior High School Attendance Rate: 2012 - 95.09%; 2011 - 93.58%; 2010 - 94.33%; 2009 - 94.33%.
          GoalMorrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
          BenchmarkIn order for MJHS to maintain achieving school status, it is expected that each student will meet or exceed the required "meets standard" score.
          Intervention: Improve literacy, academic performance, and learning environment.
          Scientific Based Research: Marzano, Robert J. (2009) On Excellence in Teaching: Changing the Way You Teach: Improving the Way Students Learn. Solution Tree
          Actions Person Responsible Timeline Resources Source of Funds
          A 0.5 FTE Instructional Facilitator (Shavon Jackson-2297) will be provided who will analyze assessments in literacy and mathematics, provide professional development, demonstrate teaching strategies, provide research materials, assist with instructional materials acquisition, and assist classroom teachers by giving instructional support to students who are at risk for failure. This is allowed in Rules Governing the Distribution of Student Special Needs Funding, Section 6.07.1.
          Action Type: Collaboration
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Salaries:$21,655.00

          ACTION BUDGET:$21,655.00
          Utilizing NSLA funds,(1130)the district will provide two 0.125 FTE Highly Qualified Teachers (Shauna Starr-1130 and Jessica Smolsky-1130), one 0.113 FTE Highly Qualified Teacher(Tyler Briscoe-1130), one 0.0961 FTE Highly Qualified Teacher (Ryan Davis-1130), one 0.1203 FTE Highly Qualified Teacher (Tiffanie Manes-1130), and two 0.25 FTE Highly Qualified Teachers (Katy Butz-1130; Bethali Sommers-1130) to serve as tutors for academic intervention and point-in-time remediation of students during Tools for Learning Classes and Enrichment Periods. These teachers will work with learners and tutor them academically. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.1.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Salaries:$43,846.00

          ACTION BUDGET:$43,846.00
          A 1.0 FTE highly-qualified paraprofessional (Adena Mourot-1130), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Salaries:$16,698.00

          ACTION BUDGET:$16,698.00
          A 1.0 FTE highly-qualified paraprofessional (Doris Payne-1130), working under the direction of a highly qualified, licensed teacher, will assist with academic intervention giving instructional support to students who are at risk for failure, helping them to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Central Office
          NSLA (State-281) - Employee Salaries:$21,257.00

          ACTION BUDGET:$21,257.00
          Total Budget:$103,456.00

          Source of Funds: NSLA (State-281) - Materials & Supplies -- $28554.18
          Priority 1: Literacy
          Supporting Data:
          1. COMPREHENSIVE NEEDS ASSESSMENT: The ACSIP committee analyzed test scores from the 2013 administration of the 7th & 8th grade Augmented Benchmark. We examined results from the combined population and TAGG subpopulation. We conducted data analysis to determine our main areas of weaknesses. In addition, we studied our Attendance, Disciplinary, and Achievement Data over the past three years across the grade levels for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify specific areas of need and help align classroom instruction with our curriculum, assessment, and professional development. We examined our routines, customs, norms, and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2013 Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: reading comprehension, written expression, literary passages, practical passages, content and style writing domains plus open response.
          2. Morrilton Junior High School Attendance Rate: 2012 - 95.09%; 2011 - 93.58%; 2010 - 94.33%; 2009 - 94.33%.
          GoalMorrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
          BenchmarkIn order for MJHS to maintain achieving school status, it is expected that each student will meet or exceed the required "meets standard" score.
          Intervention: Provide research-based intervention programs for students in literacy.
          Scientific Based Research: Daggett, W.R & Hasselbring, T.S. (2007). "What We Know About Adolescent Reading". International Center for Leadership in Education. Retrieved from www.leadered.com/pdf/adolescent%20reading%20whitepaper.pdf
          Actions Person Responsible Timeline Resources Source of Funds
          NSLA funds will be used to obtain materials, supplies, and equipment, including technology (2230), to meet the needs of scholars and help close the achievement gap.This expenditure is allowed by the Rules Governing the Distribution of Student Special Needs Funding, section 6.07.19.
          Action Type: Equity
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2013
          • Administrative Staff
          • Teachers
          NSLA (State-281) - Materials & Supplies:$28,554.18

          ACTION BUDGET:$28,554.18
          Total Budget:$28,554.18

          Source of Funds: NSLA (State-281) - Other Objects -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Other Objects".

          Source of Funds: NSLA (State-281) - Purchased Services -- $2523.9
          Priority 1: Literacy
          Supporting Data:
          1. COMPREHENSIVE NEEDS ASSESSMENT: The ACSIP committee analyzed test scores from the 2013 administration of the 7th & 8th grade Augmented Benchmark. We examined results from the combined population and TAGG subpopulation. We conducted data analysis to determine our main areas of weaknesses. In addition, we studied our Attendance, Disciplinary, and Achievement Data over the past three years across the grade levels for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify specific areas of need and help align classroom instruction with our curriculum, assessment, and professional development. We examined our routines, customs, norms, and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2013 Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: reading comprehension, written expression, literary passages, practical passages, content and style writing domains plus open response.
          2. Morrilton Junior High School Attendance Rate: 2012 - 95.09%; 2011 - 93.58%; 2010 - 94.33%; 2009 - 94.33%.
          GoalMorrilton Junior High School needs assessments indicate a need to increase student achievement in the area of literacy in All Students, TAGG, Hispanic, ED and SWD. The percentage of All Students meeting AMO will meet or exceed the performance AMO of 89.51 and the growth goal of 87.69. The percentage of the TAGG population students meeting AMO will exceed the performance AMO of 81.76 and the growth goal of 79.71. SWD, Hispanic, Caucasian and ED populations will meet the desired growth and performance indicators as follows: SWD performance 38.89 and growth 54.03. Hispanic performance 75 and growth 81.48. Caucasian performance 89.75 and growth 87.48. ED performance of 82.91 and growth of 80.39. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessment.
          BenchmarkIn order for MJHS to maintain achieving school status, it is expected that each student will meet or exceed the required "meets standard" score.
          Intervention: Provide research-based intervention programs for students in literacy.
          Scientific Based Research: Daggett, W.R & Hasselbring, T.S. (2007). "What We Know About Adolescent Reading". International Center for Leadership in Education. Retrieved from www.leadered.com/pdf/adolescent%20reading%20whitepaper.pdf
          Actions Person Responsible Timeline Resources Source of Funds
          South Conway County School District will support, with NSLA funds and other resources, a contract with the North West Educational Association to use assessment software which will provide data from research-based assessments administered in grades 7th-8th to inform important instructional techniques and make decisions regarding point-in-time remediation. NSLA funds (2240)will be used to enable each school to track the learning progress of each student assessed. South Conway County School District will use NSLA funds to pay for this research-based strategy as per 6.05.1.4 of the Rules Governing the Distribution of Student Special Needs Funding.
          Action Type: Program Evaluation
          Action Type: Technology Inclusion
          Robert Hogan, Principal Start: 07/01/2013
          End: 06/30/2014
          • Administrative Staff
          • Computers
          • Teachers
          NSLA (State-281) - Purchased Services:$2,523.90

          ACTION BUDGET:$2,523.90
          Total Budget:$2,523.90

          MORRILTON PRIMARY SCHOOL -- $27016.5

          Source of Funds

          For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.


          Source of Funds: NSLA (State-281) - Capital Outlay -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay".

          Source of Funds: NSLA (State-281) - Employee Benefits -- $5136
          Priority 1: Literacy
          Supporting Data:
          1. PEER REVIEW:
            MPS will implement a peer review system to plan, develop, and review the ACSIP with the principal, Director of Learning Services, and ACSIP chairperson. They will evaluate the plan's quality and potential for successful implementation. Suggestions for revision will be made, and the ACSIP Checklist will be used as a guideline for compliance. Agendas and documentation of feedback/revisions will be kept for our records. Throughout the 2013-2014 school year, teachers, staff, students, parents, and community members will evaluate the effectiveness of the plan and provide input for improvement. The South Conway County School District will meet in the spring semester with the Morrilton Primary School ACSIP team to review the building ACSIP plan and formative data. This will ensure Morrilton Primary School is progressing in meeting the goals and objectives set forth in the ACSIP plan.
          2. NEEDS ASSESSMENT:
            Morrilton Primary School (MPS) faculty met in our ACSIP committees and analyzed the Iowa Test of Basic Skills data and MAP data for all students in the 1st grade. Additionally, we analyzed MAP data and Literacy CRT data for all students in kindergarten. A comprehensive needs assessment and an in-depth analysis of data sources and trend data indicate the need to improve vocabulary and sentence comprehension for ALL students in coordination with state and federal funding sources. In addition, we meet in PLCs and grade level teams weekly and entire faculty meetings monthly to review our achievement goals and mission statement to ascertain our direction and progress.
          3. Attendance Rate for Kindergarten:
            Attendance rates range from 93% to 94% for the past three years.
            The attendance rate for 2012-2013 was 93%.
            The attendance rate for 2011-2012 was 93%.
            The attendance rate for 2010-2011 was 94%.
            Attendance Rate for First Grade:
            Attendance rates have remained consistent for the past three years at 94%.
            The attendance rate for 2012-2013 was 94%.
            The attendance rate for 2011-2012 was 94%.
            The attendance rate for 2010-2011 was 94%.
          4. Literacy Priority 2013 Arkansas School ESEA Accountability Report: 2012-2013 STATUS: Needs Improvement School in Literacy. SOUTH CONWAY COUNTY SCHOOL DISTRICT Report Completed: 2013 MORRILTON ELEMENTARY SCHOOL
            ESEA:
            2013 - Literacy AMO-94.28 Students scored 87.5%
            2012 - Literacy AMO-93.70 Students scored 90.07%
            2013-TAGG Literacy AMO-92.88, students scored 83.76%
            2012 - TAGG Literacy AMO-92.16, students scored 87.50%
            3 Year AVG Performance:
            2013-Literacy AMO 94.28, students scored 90.19%
            2012-Literacy AMO 93.70, students scored 86.46%
            2013-Literacy TAGG AMO 92.88, students scored 87.58%
            2012-Literacy TAGG AMO 92.16, students scored 83.82%
          5. ESEA Subgroups:
            2013-African American 21 tested - Literacy AMO 93.06, students scored 76.19
            2012-African American 21 tested - Literacy AMO 92.36, students scored 90.48
            2013-Hispanic 17 tested - Literacy AMO 88.09, students scored 82.35
            2012-Hispanic <10 tested
            2013-White 124 tested - Literacy AMO 95.65, students scored 90.32
            2012-White 103 tested - Literacy AMO 95.22, students scored 89.32
            2013-Economically Disadvantaged 115 tested - Literacy AMO 92.75, students scored 84.35
            2012-Economically Disadvantaged 85 tested - Literacy AMO 95.22, students scored 89.32
            2013-English Learners <10 tested
            2012-English Learners <10 tested
            2013-Students with Disabilities 18 tested - Literacy AMO 68.75, students scored 33.33
            2012-Students with Disabilities <10 tested
          GoalMorrilton Primary School needs assessments indicate a need to increase scholar achievement by 10% in the area of literacy for All scholars and more specifically in vocabulary and sentence comprehension. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessments.
          BenchmarkTo increase the percentage of scholars who are proficient and advanced in literacy, and as a feeder school to Morrilton Elementary, our growth will impact the achievement of scholars in their effort to achieve or exceed AMO at 93.70% in literacy.
          Intervention: Provide differentiated instruction and "best practices" with frequent monitoring to meet the needs of all scholars in literacy.
          Scientific Based Research: Hall, Susan L., "I've DIBEL'd Now What?"(2006), Ainsworth, Larry,"Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment"(2006), "How to Differentiate Instruction," 2nd Edition, by Carol Ann Tomlinson (2001), and "Leadership for Differentiating Schools and Classrooms," by Carol Ann Tomlinson and Susan Demirsky Allan, (2000)
          Actions Person Responsible Timeline Resources Source of Funds
          A 1.0 FTE highly-qualified paraprofessional (Lori Cook-1120), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to scholars who are at risk for failure to achieve proficiency.This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Sharon Wilson, Principal Start: 07/01/2013
          End: 06/30/2014
          • School Library
          NSLA (State-281) - Employee Benefits:$5,136.00

          ACTION BUDGET:$5,136.00
          Total Budget:$5,136.00

          Source of Funds: NSLA (State-281) - Employee Salaries -- $20543
          Priority 1: Literacy
          Supporting Data:
          1. PEER REVIEW:
            MPS will implement a peer review system to plan, develop, and review the ACSIP with the principal, Director of Learning Services, and ACSIP chairperson. They will evaluate the plan's quality and potential for successful implementation. Suggestions for revision will be made, and the ACSIP Checklist will be used as a guideline for compliance. Agendas and documentation of feedback/revisions will be kept for our records. Throughout the 2013-2014 school year, teachers, staff, students, parents, and community members will evaluate the effectiveness of the plan and provide input for improvement. The South Conway County School District will meet in the spring semester with the Morrilton Primary School ACSIP team to review the building ACSIP plan and formative data. This will ensure Morrilton Primary School is progressing in meeting the goals and objectives set forth in the ACSIP plan.
          2. NEEDS ASSESSMENT:
            Morrilton Primary School (MPS) faculty met in our ACSIP committees and analyzed the Iowa Test of Basic Skills data and MAP data for all students in the 1st grade. Additionally, we analyzed MAP data and Literacy CRT data for all students in kindergarten. A comprehensive needs assessment and an in-depth analysis of data sources and trend data indicate the need to improve vocabulary and sentence comprehension for ALL students in coordination with state and federal funding sources. In addition, we meet in PLCs and grade level teams weekly and entire faculty meetings monthly to review our achievement goals and mission statement to ascertain our direction and progress.
          3. Attendance Rate for Kindergarten:
            Attendance rates range from 93% to 94% for the past three years.
            The attendance rate for 2012-2013 was 93%.
            The attendance rate for 2011-2012 was 93%.
            The attendance rate for 2010-2011 was 94%.
            Attendance Rate for First Grade:
            Attendance rates have remained consistent for the past three years at 94%.
            The attendance rate for 2012-2013 was 94%.
            The attendance rate for 2011-2012 was 94%.
            The attendance rate for 2010-2011 was 94%.
          4. Literacy Priority 2013 Arkansas School ESEA Accountability Report: 2012-2013 STATUS: Needs Improvement School in Literacy. SOUTH CONWAY COUNTY SCHOOL DISTRICT Report Completed: 2013 MORRILTON ELEMENTARY SCHOOL
            ESEA:
            2013 - Literacy AMO-94.28 Students scored 87.5%
            2012 - Literacy AMO-93.70 Students scored 90.07%
            2013-TAGG Literacy AMO-92.88, students scored 83.76%
            2012 - TAGG Literacy AMO-92.16, students scored 87.50%
            3 Year AVG Performance:
            2013-Literacy AMO 94.28, students scored 90.19%
            2012-Literacy AMO 93.70, students scored 86.46%
            2013-Literacy TAGG AMO 92.88, students scored 87.58%
            2012-Literacy TAGG AMO 92.16, students scored 83.82%
          5. ESEA Subgroups:
            2013-African American 21 tested - Literacy AMO 93.06, students scored 76.19
            2012-African American 21 tested - Literacy AMO 92.36, students scored 90.48
            2013-Hispanic 17 tested - Literacy AMO 88.09, students scored 82.35
            2012-Hispanic <10 tested
            2013-White 124 tested - Literacy AMO 95.65, students scored 90.32
            2012-White 103 tested - Literacy AMO 95.22, students scored 89.32
            2013-Economically Disadvantaged 115 tested - Literacy AMO 92.75, students scored 84.35
            2012-Economically Disadvantaged 85 tested - Literacy AMO 95.22, students scored 89.32
            2013-English Learners <10 tested
            2012-English Learners <10 tested
            2013-Students with Disabilities 18 tested - Literacy AMO 68.75, students scored 33.33
            2012-Students with Disabilities <10 tested
          GoalMorrilton Primary School needs assessments indicate a need to increase scholar achievement by 10% in the area of literacy for All scholars and more specifically in vocabulary and sentence comprehension. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessments.
          BenchmarkTo increase the percentage of scholars who are proficient and advanced in literacy, and as a feeder school to Morrilton Elementary, our growth will impact the achievement of scholars in their effort to achieve or exceed AMO at 93.70% in literacy.
          Intervention: Provide differentiated instruction and "best practices" with frequent monitoring to meet the needs of all scholars in literacy.
          Scientific Based Research: Hall, Susan L., "I've DIBEL'd Now What?"(2006), Ainsworth, Larry,"Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment"(2006), "How to Differentiate Instruction," 2nd Edition, by Carol Ann Tomlinson (2001), and "Leadership for Differentiating Schools and Classrooms," by Carol Ann Tomlinson and Susan Demirsky Allan, (2000)
          Actions Person Responsible Timeline Resources Source of Funds
          A 1.0 FTE highly-qualified paraprofessional (Lori Cook-1120), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to scholars who are at risk for failure to achieve proficiency.This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Sharon Wilson, Principal Start: 07/01/2013
          End: 06/30/2014
          • School Library
          NSLA (State-281) - Employee Salaries:$20,543.00

          ACTION BUDGET:$20,543.00
          Total Budget:$20,543.00

          Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Materials & Supplies".

          Source of Funds: NSLA (State-281) - Other Objects -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Other Objects".

          Source of Funds: NSLA (State-281) - Purchased Services -- $1337.5
          Priority 1: Literacy
          Supporting Data:
          1. PEER REVIEW:
            MPS will implement a peer review system to plan, develop, and review the ACSIP with the principal, Director of Learning Services, and ACSIP chairperson. They will evaluate the plan's quality and potential for successful implementation. Suggestions for revision will be made, and the ACSIP Checklist will be used as a guideline for compliance. Agendas and documentation of feedback/revisions will be kept for our records. Throughout the 2013-2014 school year, teachers, staff, students, parents, and community members will evaluate the effectiveness of the plan and provide input for improvement. The South Conway County School District will meet in the spring semester with the Morrilton Primary School ACSIP team to review the building ACSIP plan and formative data. This will ensure Morrilton Primary School is progressing in meeting the goals and objectives set forth in the ACSIP plan.
          2. NEEDS ASSESSMENT:
            Morrilton Primary School (MPS) faculty met in our ACSIP committees and analyzed the Iowa Test of Basic Skills data and MAP data for all students in the 1st grade. Additionally, we analyzed MAP data and Literacy CRT data for all students in kindergarten. A comprehensive needs assessment and an in-depth analysis of data sources and trend data indicate the need to improve vocabulary and sentence comprehension for ALL students in coordination with state and federal funding sources. In addition, we meet in PLCs and grade level teams weekly and entire faculty meetings monthly to review our achievement goals and mission statement to ascertain our direction and progress.
          3. Attendance Rate for Kindergarten:
            Attendance rates range from 93% to 94% for the past three years.
            The attendance rate for 2012-2013 was 93%.
            The attendance rate for 2011-2012 was 93%.
            The attendance rate for 2010-2011 was 94%.
            Attendance Rate for First Grade:
            Attendance rates have remained consistent for the past three years at 94%.
            The attendance rate for 2012-2013 was 94%.
            The attendance rate for 2011-2012 was 94%.
            The attendance rate for 2010-2011 was 94%.
          4. Literacy Priority 2013 Arkansas School ESEA Accountability Report: 2012-2013 STATUS: Needs Improvement School in Literacy. SOUTH CONWAY COUNTY SCHOOL DISTRICT Report Completed: 2013 MORRILTON ELEMENTARY SCHOOL
            ESEA:
            2013 - Literacy AMO-94.28 Students scored 87.5%
            2012 - Literacy AMO-93.70 Students scored 90.07%
            2013-TAGG Literacy AMO-92.88, students scored 83.76%
            2012 - TAGG Literacy AMO-92.16, students scored 87.50%
            3 Year AVG Performance:
            2013-Literacy AMO 94.28, students scored 90.19%
            2012-Literacy AMO 93.70, students scored 86.46%
            2013-Literacy TAGG AMO 92.88, students scored 87.58%
            2012-Literacy TAGG AMO 92.16, students scored 83.82%
          5. ESEA Subgroups:
            2013-African American 21 tested - Literacy AMO 93.06, students scored 76.19
            2012-African American 21 tested - Literacy AMO 92.36, students scored 90.48
            2013-Hispanic 17 tested - Literacy AMO 88.09, students scored 82.35
            2012-Hispanic <10 tested
            2013-White 124 tested - Literacy AMO 95.65, students scored 90.32
            2012-White 103 tested - Literacy AMO 95.22, students scored 89.32
            2013-Economically Disadvantaged 115 tested - Literacy AMO 92.75, students scored 84.35
            2012-Economically Disadvantaged 85 tested - Literacy AMO 95.22, students scored 89.32
            2013-English Learners <10 tested
            2012-English Learners <10 tested
            2013-Students with Disabilities 18 tested - Literacy AMO 68.75, students scored 33.33
            2012-Students with Disabilities <10 tested
          GoalMorrilton Primary School needs assessments indicate a need to increase scholar achievement by 10% in the area of literacy for All scholars and more specifically in vocabulary and sentence comprehension. New Program Evaluations have been added to align with ESEA performance and growth accountability standards and needs assessments.
          BenchmarkTo increase the percentage of scholars who are proficient and advanced in literacy, and as a feeder school to Morrilton Elementary, our growth will impact the achievement of scholars in their effort to achieve or exceed AMO at 93.70% in literacy.
          Intervention: Provide differentiated instruction and "best practices" with frequent monitoring to meet the needs of all scholars in literacy.
          Scientific Based Research: Hall, Susan L., "I've DIBEL'd Now What?"(2006), Ainsworth, Larry,"Common Formative Assessments: How to Connect Standards-Based Instruction and Assessment"(2006), "How to Differentiate Instruction," 2nd Edition, by Carol Ann Tomlinson (2001), and "Leadership for Differentiating Schools and Classrooms," by Carol Ann Tomlinson and Susan Demirsky Allan, (2000)
          Actions Person Responsible Timeline Resources Source of Funds
          South Conway County School District will support, with NSLA funds and other resources, a contract with the North West Educational Association to use assessment software which will provide data from research-based assessments administered in 1st grade to inform important instructional techniques and make decisions regarding point-in-time remediation. NSLA funds (2240)will be used to enable each school to track the learning progress of each student assessed. South Conway County School District will use NSLA funds to pay for this research-based strategy as per 6.05.1.4 of the Rules Governing the Distribution of Student Special Needs Funding.
          Action Type: Program Evaluation
          Action Type: Technology Inclusion
          Sharon Wilson, Principal Start: 07/01/2013
          End: 06/30/2014
          • Administrative Staff
          • Computers
          • Teachers
          NSLA (State-281) - Purchased Services:$1,337.50

          ACTION BUDGET:$1,337.50
          Total Budget:$1,337.50

          MORRILTON SR. HIGH SCHOOL -- $264189.73

          Source of Funds

          For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.


          Source of Funds: NSLA (State-281) - Capital Outlay -- $0
          There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay".

          Source of Funds: NSLA (State-281) - Employee Benefits -- $48898
          Priority 2: Demonstrate Proficiency In Literacy
          Supporting Data:
          1. COMPREHENSIVE NEEDS ASSESSEMENT The ACSIP committee analyzed the test scores from the 2013 administration of the 11th grade Literacy Exam. We examined results from the combined population and the TAGG sub-populations. We conducted data analysis to determine our main areas of weaknesses. We looked at our trend data in order to better identify specific area of need and help align classroom instruction with our curriculum, assessment and professional development. We examined our routines, customs, norms and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2012 supporting data statements show the discrepancies in achieving among our various populations. We are modifying our instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: Students showed consistent weaknesses in the following frameworks:R.9.4, R.9.11, R.9.13; R.10.18, R.10.22, R.10.23, R.10.24; R.11.2, R.11.4; W.4.12, W.5.6, W.6.2.
          GoalEnd of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
          BenchmarkBy spring 2014, the combined population will meet or exceed the state required AMO of 71.88% and the targeted achievement gap group will meet or exceed the state required AMO of 57.48% on the Grade 11 Literacy Exams.
          Intervention: All teachers will incorporate vertical and horizontal alignment as students write across the curriculum in a collaborative, student/teacher engaged classroom atmosphere.
          Scientific Based Research: (Nilsen, K. L. (2000). Implementing the aligned and balanced curriculum (ABC): Building capacity for continuous school improvement. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, April 24-29, 2000. ERIC No. ED450994.)Smith, B., & MacGregor, J. (1992). What is collaborative learning? (abbreviated version). In A. Goodsell, M. Maher, V. Tinto, B. Smith, & J. MacGregor, Collaborative Learning: A Sourcebook for Higher Education. University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State University. Retrieved August 2005, from http://learningcommons.evergreen.edu/pdf/collab.pdf.
          Actions Person Responsible Timeline Resources Source of Funds
          Utilizing NSLA funds,(1140)the district will provide four 0.125 FTE Highly Qualified Teachers (Grendell-1140, Green-1140, Fullerton-1140, Brown-1140) one 0.1064 FTE Highly Qualified Teacher(John Fisher-1140), and one 1.0 FTE Highly Qualified Teacher (Downs-1140) to serve as tutors for academic intervention and point-in-time remediation of students during Enrichment periods and High School 101 periods. These teachers will work with learners and tutor them academically. (Freshmen scoring basic or below basic on state-mandated tests will be tutored in High School 101.) This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.1.
          Action Type: Equity
          Danny Ketcherside, Principal Start: 07/01/2013
          End: 06/30/2014
          • Teachers
          NSLA (State-281) - Employee Benefits:$17,546.00

          ACTION BUDGET:$17,546.00
          A 1.0 FTE highly-qualified paraprofessional (Hopkins-1140), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
          Action Type: Equity
          Danny Ketcherside, Principal Start: 07/01/2013
          End: 06/30/2014
            NSLA (State-281) - Employee Benefits:$6,099.00

            ACTION BUDGET:$6,099.00
            A 1.0 FTE highly-qualified paraprofessional (Janice Huett-1140), working under the direction of a highly qualified, licensed teacher, will assist with academic intervention giving instructional support to students who are at risk for failure, helping them to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
            Action Type: Equity
            Danny Ketcherside, Principal Start: 07/01/2013
            End: 06/30/2014
              NSLA (State-281) - Employee Benefits:$4,175.00

              ACTION BUDGET:$4,175.00
              Total Budget:$27,820.00
              Intervention: Increase student achievement using research-based academic programs. (These computerized curriculum management systems have been shown by scientifically-based research to accelerate student skill acquisition).
              Scientific Based Research: Ysseldyke, J. et.al. Using a Curriculum Based Instructional Management System to Enhance Achievement. Minneapolis: National Center for Educational Outcomes, University of Minnesota, 2001.
              Actions Person Responsible Timeline Resources Source of Funds
              A 1.0 FTE (Patricia Rainey-2120)highly qualified counselor will be employed above the mandates of the Standards for Accreditation of Arkansas Public Schools and School Districts. This is allowed in Rules Governing the Distribution of Student Special Needs Funding, Section 6.07.8.
              Action Type: Equity
              Danny Ketcherside, Principal Start: 07/01/2013
              End: 06/30/2014
                NSLA (State-281) - Employee Benefits:$15,664.00

                ACTION BUDGET:$15,664.00
                Total Budget:$15,664.00
                Intervention: Use formative assessments to monitor student achievement and encourage collaboration among teachers.
                Scientific Based Research: In the context of schools, the essence of holistic accountability is that we must consider not only the effect variable--test scores--but also the cause variables--the indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement. Douglas Reeves, Accountability for Learning, 2004.
                Actions Person Responsible Timeline Resources Source of Funds
                A 0.5 FTE Instructional Facilitator (Shavon Jackson-2297) will be provided who will analyze assessments in literacy and mathematics, provide professional development, demonstrate teaching strategies, provide research materials, assist with instructional materials acquisition, and assist classroom teachers by giving instructional support to students who are at risk for failure. This is allowed in Rules Governing the Distribution of Student Special Needs Funding, Section 6.07.1.
                Action Type: Collaboration
                Danny Ketcherside, Principal Start: 07/01/2013
                End: 06/30/2014
                  NSLA (State-281) - Employee Benefits:$5,414.00

                  ACTION BUDGET:$5,414.00
                  Total Budget:$5,414.00

                  Source of Funds: NSLA (State-281) - Employee Salaries -- $195574
                  Priority 2: Demonstrate Proficiency In Literacy
                  Supporting Data:
                  1. COMPREHENSIVE NEEDS ASSESSEMENT The ACSIP committee analyzed the test scores from the 2013 administration of the 11th grade Literacy Exam. We examined results from the combined population and the TAGG sub-populations. We conducted data analysis to determine our main areas of weaknesses. We looked at our trend data in order to better identify specific area of need and help align classroom instruction with our curriculum, assessment and professional development. We examined our routines, customs, norms and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2012 supporting data statements show the discrepancies in achieving among our various populations. We are modifying our instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: Students showed consistent weaknesses in the following frameworks:R.9.4, R.9.11, R.9.13; R.10.18, R.10.22, R.10.23, R.10.24; R.11.2, R.11.4; W.4.12, W.5.6, W.6.2.
                  GoalEnd of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
                  BenchmarkBy spring 2014, the combined population will meet or exceed the state required AMO of 71.88% and the targeted achievement gap group will meet or exceed the state required AMO of 57.48% on the Grade 11 Literacy Exams.
                  Intervention: All teachers will incorporate vertical and horizontal alignment as students write across the curriculum in a collaborative, student/teacher engaged classroom atmosphere.
                  Scientific Based Research: (Nilsen, K. L. (2000). Implementing the aligned and balanced curriculum (ABC): Building capacity for continuous school improvement. Paper presented at the Annual Meeting of the American Educational Research Association. New Orleans, LA, April 24-29, 2000. ERIC No. ED450994.)Smith, B., & MacGregor, J. (1992). What is collaborative learning? (abbreviated version). In A. Goodsell, M. Maher, V. Tinto, B. Smith, & J. MacGregor, Collaborative Learning: A Sourcebook for Higher Education. University Park, PA: National Center on Postsecondary Teaching, Learning, and Assessment, Pennsylvania State University. Retrieved August 2005, from http://learningcommons.evergreen.edu/pdf/collab.pdf.
                  Actions Person Responsible Timeline Resources Source of Funds
                  Utilizing NSLA funds,(1140)the district will provide four 0.125 FTE Highly Qualified Teachers (Grendell-1140, Green-1140, Fullerton-1140, Brown-1140) one 0.1064 FTE Highly Qualified Teacher(John Fisher-1140), and one 1.0 FTE Highly Qualified Teacher (Downs-1140) to serve as tutors for academic intervention and point-in-time remediation of students during Enrichment periods and High School 101 periods. These teachers will work with learners and tutor them academically. (Freshmen scoring basic or below basic on state-mandated tests will be tutored in High School 101.) This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.1.
                  Action Type: Equity
                  Danny Ketcherside, Principal Start: 07/01/2013
                  End: 06/30/2014
                  • Teachers
                  NSLA (State-281) - Employee Salaries:$70,171.00

                  ACTION BUDGET:$70,171.00
                  A 1.0 FTE highly-qualified paraprofessional (Hopkins-1140), working under the direction of a highly qualified, licensed teacher, will assist classroom teachers by giving instructional support to students who are at risk for failure to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
                  Action Type: Equity
                  Danny Ketcherside, Principal Start: 07/01/2013
                  End: 06/30/2014
                    NSLA (State-281) - Employee Salaries:$24,394.00

                    ACTION BUDGET:$24,394.00
                    A 1.0 FTE highly-qualified paraprofessional (Janice Huett-1140), working under the direction of a highly qualified, licensed teacher, will assist with academic intervention giving instructional support to students who are at risk for failure, helping them to achieve proficiency on the Augmented Benchmark Exams. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.7.
                    Action Type: Equity
                    Danny Ketcherside, Principal Start: 07/01/2013
                    End: 06/30/2014
                      NSLA (State-281) - Employee Salaries:$16,698.00

                      ACTION BUDGET:$16,698.00
                      Total Budget:$111,263.00
                      Intervention: Increase student achievement using research-based academic programs. (These computerized curriculum management systems have been shown by scientifically-based research to accelerate student skill acquisition).
                      Scientific Based Research: Ysseldyke, J. et.al. Using a Curriculum Based Instructional Management System to Enhance Achievement. Minneapolis: National Center for Educational Outcomes, University of Minnesota, 2001.
                      Actions Person Responsible Timeline Resources Source of Funds
                      A 1.0 FTE (Patricia Rainey-2120)highly qualified counselor will be employed above the mandates of the Standards for Accreditation of Arkansas Public Schools and School Districts. This is allowed in Rules Governing the Distribution of Student Special Needs Funding, Section 6.07.8.
                      Action Type: Equity
                      Danny Ketcherside, Principal Start: 07/01/2013
                      End: 06/30/2014
                        NSLA (State-281) - Employee Salaries:$62,656.00

                        ACTION BUDGET:$62,656.00
                        Total Budget:$62,656.00
                        Intervention: Use formative assessments to monitor student achievement and encourage collaboration among teachers.
                        Scientific Based Research: In the context of schools, the essence of holistic accountability is that we must consider not only the effect variable--test scores--but also the cause variables--the indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement. Douglas Reeves, Accountability for Learning, 2004.
                        Actions Person Responsible Timeline Resources Source of Funds
                        A 0.5 FTE Instructional Facilitator (Shavon Jackson-2297) will be provided who will analyze assessments in literacy and mathematics, provide professional development, demonstrate teaching strategies, provide research materials, assist with instructional materials acquisition, and assist classroom teachers by giving instructional support to students who are at risk for failure. This is allowed in Rules Governing the Distribution of Student Special Needs Funding, Section 6.07.1.
                        Action Type: Collaboration
                        Danny Ketcherside, Principal Start: 07/01/2013
                        End: 06/30/2014
                          NSLA (State-281) - Employee Salaries:$21,655.00

                          ACTION BUDGET:$21,655.00
                          Total Budget:$21,655.00

                          Source of Funds: NSLA (State-281) - Materials & Supplies -- $11736.73
                          Priority 2: Demonstrate Proficiency In Literacy
                          Supporting Data:
                          1. COMPREHENSIVE NEEDS ASSESSEMENT The ACSIP committee analyzed the test scores from the 2013 administration of the 11th grade Literacy Exam. We examined results from the combined population and the TAGG sub-populations. We conducted data analysis to determine our main areas of weaknesses. We looked at our trend data in order to better identify specific area of need and help align classroom instruction with our curriculum, assessment and professional development. We examined our routines, customs, norms and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2012 supporting data statements show the discrepancies in achieving among our various populations. We are modifying our instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: Students showed consistent weaknesses in the following frameworks:R.9.4, R.9.11, R.9.13; R.10.18, R.10.22, R.10.23, R.10.24; R.11.2, R.11.4; W.4.12, W.5.6, W.6.2.
                          GoalEnd of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
                          BenchmarkBy spring 2014, the combined population will meet or exceed the state required AMO of 71.88% and the targeted achievement gap group will meet or exceed the state required AMO of 57.48% on the Grade 11 Literacy Exams.
                          Intervention: Increase student achievement using research-based academic programs. (These computerized curriculum management systems have been shown by scientifically-based research to accelerate student skill acquisition).
                          Scientific Based Research: Ysseldyke, J. et.al. Using a Curriculum Based Instructional Management System to Enhance Achievement. Minneapolis: National Center for Educational Outcomes, University of Minnesota, 2001.
                          Actions Person Responsible Timeline Resources Source of Funds
                          NSLA funds will be used to obtain materials, supplies, and equipment, including technology (2230), to meet the needs of scholars and help close the achievement gap.This expenditure is allowed by the Rules Governing the Distribution of Student Special Needs Funding, section 6.07.19.
                          Action Type: Equity
                          Danny Ketcherside, Principal Start: 07/01/2013
                          End: 06/30/2014
                          • Administrative Staff
                          • Teachers
                          NSLA (State-281) - Materials & Supplies:$11,736.73

                          ACTION BUDGET:$11,736.73
                          Total Budget:$11,736.73

                          Source of Funds: NSLA (State-281) - Other Objects -- $0
                          There is no data for the Source of Funds "NSLA (State-281) - Other Objects".

                          Source of Funds: NSLA (State-281) - Purchased Services -- $7981
                          Priority 1: Demonstrate Proficiency In Mathematics
                          Supporting Data:
                          1. COMPREHENSIVE NEEDS ASSESSMENT The ACSIP committee analyzed the test scores from the 2013 administration of the Algebra I and Geometry EOC exams. We examined results from the combined population and the TAGG sub-populations. We conducted data analysis to determine our main areas of weakness. We looked at our trend data in order to better identify specific areas of need and help align classroom instruction with our curriculum, assessment and professional development. We examined our routines, customs, norms and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2012 supporting data statements show the discrepancies in achieving among our various populations. We are modifying our instruction, assessment and professional development practices to better meet the need of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Math Priority: Students showed consistent Algebra I weaknesses in the following frameworks:LA.1.2, LA.1.5; SEI.2.3, SEI. 2.6, SEI.2.4; LF.3.4, LF.3.2;NLF.4.3, NLF.4.5, NLF.4.1;DIP.5.6, DIP.5.12, DIP.5.5. Our Algebra I Open Response answers showed consistent weakness that need to be addressed. Students showed consistent Geometry weaknesses in the following frameworks:T.02.2,T.2.2,T.2.5, T.2.6, T.2.7; M.3.3; R.4.4, R.4.6, R.4.8, R.4.9; CGT. 5.2, CGT.5.4, CGT.5.6. Our Geometry Open Response answers showed consistent weaknesses that need to be addressed.
                          2. Three year trend analysis of attendance and graduation rates reveal the following: Attendance Rate for: 2011-2012 as 95.6%; For 2010-2011 was 97.3%; For 2009-2010 was 96.2% Graduation Rate for: 2011-2012 was 80.6%; For 2010-2011 was 80.1%; For 2009-2010 was 76.1.
                          3. In 2011-2012 and 2010-2011 The ITBS was used for 9th grade. In 2009-2010 the SAT-10 was used. The following is the breakdown of the NPR in reading comprehension at or above the 50th percentile: 2011-2012, 47% 2010-2011, 52% 2009-2010, 45%
                          GoalEnd of Course Algebra and Geometry will meet or exceed the AMO Math cutoff of 83.88% of students scoring advanced or proficient in combined population and 81.81% of the targeted achievement gap group scoring advanced or proficient. Students' scores will improve in all areas, with emphasis in the five strands of algebra and geometry.
                          BenchmarkBy spring 2014, the combined population will increase the number of students scoring proficient to meet or exceed the 2014 state AMO of 83.88% on the Algebra I and Geometry state EOC assessments. The targeted achievement gap group will meet or exceed the state AMO of 81.81%.
                          Intervention: Continue using researched-based math programs to target students who are below the proficient level in Math.
                          Scientific Based Research: Scientific Based Research: Ysseldyke, J., & Tardrew, S.(2007). Use of a progress-monitoring system to enable teachers to differentiate mathematics instruction. Journal of Applied School Psychology, 24(1), 1-28. Available online: .
                          Actions Person Responsible Timeline Resources Source of Funds
                          The Compass Learning licenses (1140) will be renewed to provide credit recovery to students struggling in math and literacy. Compass Learning is a computer-based, credit-recovery program in which students can recover credits in courses that they have experienced prior failure. This will increase opportunities for credits toward graduation, impacting graduation rate. Similarly, it will be used as an intervention for at-risk students. This is allowed in the Rules Governing the Distribution of Student Special Needs Funding rule 6.07.19.
                          Action Type: Technology Inclusion
                          Danny Ketcherside, Principal Start: 07/01/2013
                          End: 06/30/2014
                          • Computers
                          NSLA (State-281) - Purchased Services:$4,400.00

                          ACTION BUDGET:$4,400.00
                          Total Budget:$4,400.00
                          Priority 2: Demonstrate Proficiency In Literacy
                          Supporting Data:
                          1. COMPREHENSIVE NEEDS ASSESSEMENT The ACSIP committee analyzed the test scores from the 2013 administration of the 11th grade Literacy Exam. We examined results from the combined population and the TAGG sub-populations. We conducted data analysis to determine our main areas of weaknesses. We looked at our trend data in order to better identify specific area of need and help align classroom instruction with our curriculum, assessment and professional development. We examined our routines, customs, norms and expectations in order to find the root cause why more of our students are not achieving to their full potential. Our 2012 supporting data statements show the discrepancies in achieving among our various populations. We are modifying our instruction, assessment, and professional development practices to better meet the needs of all our populations. Based on our data analysis, we came to the conclusion that the following areas reflect our greatest need within the Literacy Priority: Students showed consistent weaknesses in the following frameworks:R.9.4, R.9.11, R.9.13; R.10.18, R.10.22, R.10.23, R.10.24; R.11.2, R.11.4; W.4.12, W.5.6, W.6.2.
                          GoalEnd of Course 11th grade Literacy Scores will meet or exceed the 2014 AMO cutoff of 71.88% of students scoring advanced or proficient in the combined population and 57.48% in the TAGG. Students' scores will improve in all areas, with emphasis being placed on open-response reading of practical passages and the writing style domain. The three year average scores in Literacy for the combined population are 69.75% and for the TAGG is 64.20%.
                          BenchmarkBy spring 2014, the combined population will meet or exceed the state required AMO of 71.88% and the targeted achievement gap group will meet or exceed the state required AMO of 57.48% on the Grade 11 Literacy Exams.
                          Intervention: Use formative assessments to monitor student achievement and encourage collaboration among teachers.
                          Scientific Based Research: In the context of schools, the essence of holistic accountability is that we must consider not only the effect variable--test scores--but also the cause variables--the indicators in teaching, curriculum, parental involvement, leadership decisions, and a host of other factors that influence student achievement. Douglas Reeves, Accountability for Learning, 2004.
                          Actions Person Responsible Timeline Resources Source of Funds
                          South Conway County School District will support, with NSLA funds and other resources, a contract with the North West Educational Association to use assessment software which will provide data from research-based assessments administered in grades 9th-11th to inform important instructional techniques and make decisions regarding point-in-time remediation. NSLA funds (2240)will be used to enable each school to track the learning progress of each student assessed. South Conway County School District will use NSLA funds to pay for this research-based strategy as per 6.05.1.4 of the Rules Governing the Distribution of Student Special Needs Funding.
                          Action Type: Program Evaluation
                          Action Type: Technology Inclusion
                          Danny Ketcherside, Principal Start: 07/01/2013
                          End: 06/30/2014
                          • Administrative Staff
                          • Computers
                          • Teachers
                          NSLA (State-281) - Purchased Services:$3,581.00

                          ACTION BUDGET:$3,581.00
                          Total Budget:$3,581.00

                          SO. CONWAY CO. SCHOOL DISTRICT -- $193971.64

                          Source of Funds

                          For: NSLA (State-281) - Capital Outlay, NSLA (State-281) - Employee Benefits, NSLA (State-281) - Employee Salaries, NSLA (State-281) - Materials & Supplies, NSLA (State-281) - Other Objects, NSLA (State-281) - Purchased Services.


                          Source of Funds: NSLA (State-281) - Capital Outlay -- $0
                          There is no data for the Source of Funds "NSLA (State-281) - Capital Outlay".

                          Source of Funds: NSLA (State-281) - Employee Benefits -- $26972
                          Priority 4: Wellness
                          Supporting Data:
                          1. District BMI Data 2010-2011: 1.) 43.5% of all males were at risk or were overweight/obese. 2.) 38.6% of all females were at risk or were overweight/obese. District BMI Data 2011-2012: 1.) 40.8% of all males were at risk or were overweight/obese. 2.) 42.1% of all females were at risk or were overweight/obese. District BMI Data 2012-2013: 1.) 37.8% of all males were at risk or were overweight/obese, with 15.7% being identified as overweight and 22.1% being identified as obese. 2.) 41.6% of all females were at risk or were overweight/obese, with 15.4% being identified as overweight and 26.2% being identified as obese.
                          GoalSouth Conway County School District will improve health and academic performance of all scholars. Furthermore, nutritional health and physical well-being of scholars in South Conway County School District will be enhanced, enabling students, parents, and staff members to make sound decisions in these areas.
                          BenchmarkThe number of students at-risk on the Body Mass Index Assessment will be reduced by 2% each year.
                          Intervention: South Conway County School District will continue the appointment and functioning of a District Wellness Committee as per the mandates of ACT 1220 of 2003.
                          Scientific Based Research: American Obesity Association, Childhood Obesity: 2002
                          Actions Person Responsible Timeline Resources Source of Funds
                          South Conway County School District will exceed state standards and promote health by employing three additional health professionals (Sandy Swaffar 1.0 FTE - 2134, Susan Hoelzeman 1.0 FTE - 2134, and one other) to educate and attend to the health needs of the students of SCCSD. By educating and attending to student health issues, the scholars will not miss school time. This will enhance student learning and achievement. NSLA funds (2130) will be used to pay for the salaries and benefits of the health professionals. These professionals will also be utilized for professional development needs regarding wellness. This is allowable by rule 6.07.8 of the Rules Governing the Distribution of Student Special Needs Funding.
                          Action Type: Professional Development
                          Action Type: Wellness
                          Shawn Halbrook, Superintendent Start: 07/01/2013
                          End: 06/30/2014
                          • Central Office
                          • District Staff
                          NSLA (State-281) - Employee Benefits:$26,972.00

                          ACTION BUDGET:$26,972.00
                          Total Budget:$26,972.00

                          Source of Funds: NSLA (State-281) - Employee Salaries -- $109571
                          Priority 4: Wellness
                          Supporting Data:
                          1. District BMI Data 2010-2011: 1.) 43.5% of all males were at risk or were overweight/obese. 2.) 38.6% of all females were at risk or were overweight/obese. District BMI Data 2011-2012: 1.) 40.8% of all males were at risk or were overweight/obese. 2.) 42.1% of all females were at risk or were overweight/obese. District BMI Data 2012-2013: 1.) 37.8% of all males were at risk or were overweight/obese, with 15.7% being identified as overweight and 22.1% being identified as obese. 2.) 41.6% of all females were at risk or were overweight/obese, with 15.4% being identified as overweight and 26.2% being identified as obese.
                          GoalSouth Conway County School District will improve health and academic performance of all scholars. Furthermore, nutritional health and physical well-being of scholars in South Conway County School District will be enhanced, enabling students, parents, and staff members to make sound decisions in these areas.
                          BenchmarkThe number of students at-risk on the Body Mass Index Assessment will be reduced by 2% each year.
                          Intervention: South Conway County School District will continue the appointment and functioning of a District Wellness Committee as per the mandates of ACT 1220 of 2003.
                          Scientific Based Research: American Obesity Association, Childhood Obesity: 2002
                          Actions Person Responsible Timeline Resources Source of Funds
                          South Conway County School District will exceed state standards and promote health by employing three additional health professionals (Sandy Swaffar 1.0 FTE - 2134, Susan Hoelzeman 1.0 FTE - 2134, and one other) to educate and attend to the health needs of the students of SCCSD. By educating and attending to student health issues, the scholars will not miss school time. This will enhance student learning and achievement. NSLA funds (2130) will be used to pay for the salaries and benefits of the health professionals. These professionals will also be utilized for professional development needs regarding wellness. This is allowable by rule 6.07.8 of the Rules Governing the Distribution of Student Special Needs Funding.
                          Action Type: Professional Development
                          Action Type: Wellness
                          Shawn Halbrook, Superintendent Start: 07/01/2013
                          End: 06/30/2014
                          • Central Office
                          • District Staff
                          NSLA (State-281) - Employee Salaries:$109,571.00

                          ACTION BUDGET:$109,571.00
                          Total Budget:$109,571.00

                          Source of Funds: NSLA (State-281) - Materials & Supplies -- $0
                          There is no data for the Source of Funds "NSLA (State-281) - Materials & Supplies".

                          Source of Funds: NSLA (State-281) - Other Objects -- $0
                          There is no data for the Source of Funds "NSLA (State-281) - Other Objects".

                          Source of Funds: NSLA (State-281) - Purchased Services -- $57428.64
                          Priority 3: Safe and Orderly Environment
                          Supporting Data:
                          1. COMPREHENSIVE NEEDS ASSESSMENT: The South Conway County School District ACSIP committee analyzed data from the Arkansas Prevention Needs Assessment survey results for 2010-2011, 2011-2012, and 2012-2013. Over the past three years, students at SCCSD have been asked whether or not they feel safe at school. Results are as follows, by respective years: 77.5% of students felt safe (2010-2011), 80.7% of students felt safe (2011-2012), and 85.8% of students felt safe (2012-2013). Over the past three years, students at SCCSD have been asked whether or not they use alcohol, whether or not they use prescription or over-the-counter drugs, whether or not they use marijuana, and numerous other survey questions. Trend data show a decrease in alcohol use over the past three years. Likewise, trend data reveal a decline in use of prescription and over-the-counter drugs district-wide. However, marijuana use increased during the 2012-2013 school year by 2% over the previous school year. During 2012-2013, increases in marijuana use were found among 8th grade students and 12th grade students, but less usage was reported among 6th and 10th grade students.
                          GoalSouth Conway County School District will educate its scholars on the dangers of drugs, violent behavior, and safety precautions in our school community.
                          BenchmarkAll schools in the South Conway County School District will maintain a safe and orderly environment to have a positive impact on student learning and achievement.
                          Intervention: The South Conway County School District will use education to teach students about drugs, violence and safety to enrich the lives of our students.
                          Scientific Based Research: Children's Safety Network, Posner, Marc: Education Development Center, September 25,1996;Lezotte, L. and McKee, K. (2002). Assembly required: A continuous school improvement system. Okemos, MI: Effective Schools Products, Ltd;
                          Actions Person Responsible Timeline Resources Source of Funds
                          South Conway County School District will purchase the services of a School Resource Officer (2.0 FTE - 2660) from the city of Morrilton using NSLA funds to conduct classes for students in the district about the dangers of drugs and violence. This will increase the knowledge of the effects of drugs for students and teachers. The School Resource Officer will be available to buildings for professional development needs regarding dangers of drugs and violence. The goal is to decrease the number of students using drugs. This is allowable by rule 6.07.14 of the Rules Governing the Distribution of Student Special Needs Funding.
                          Action Type: Equity
                          Action Type: Professional Development
                          Action Type: Wellness
                          Shawn Halbrook, Superintendent Start: 07/01/2013
                          End: 06/30/2014
                          • Outside Consultants
                          NSLA (State-281) - Purchased Services:$57,428.64

                          ACTION BUDGET:$57,428.64
                          Total Budget:$57,428.64