School Plan
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HELEN TYSON MIDDLE SCHOOL
3304 S. 40TH Street, SPRINGDALE, AR 72762
Arkansas Comprehensive School Improvement Plan
2012-2013
It is the belief of Helen Tyson Middle School that by implementing a rigorous curriculum, relevant learning experiences, and caring relationships that all students will become: lifelong learners, productive citizens within their community, and educated adults who choose a healthy lifestyle.
Grade Span: 6-7 / Title I: Title I School wide / School Improvement: SI_4
Table of Contents
Priority 1: Literacy
Goal: A. All students will improve in reading comprehension and written expression skills by increasing scores on both multiple choice and open response questions on the Literacy Benchmark Exams. B. Teachers and students will put additional emphasis on writing skills multiple choice questions, and reading Practical passages for open response items. C. Teachers will also emphasize content and style domains on writing prompts. D. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.
Priority 2: Math
Goal: A. All students will improve in math skills by increasing scores on both multiple choice and open response questions on the Math Benchmark Exams. B. Teachers and students will focus on the areas of measurement and data analysis/probability multiple choice items. Additional emphasis will be on the measurement, numbers/operations, and geometry strands for open response items. C. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.
Priority 3: Wellness
Goal: Helen Tyson Middle School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the parent and school community in support of positive lifestyle choices.
Priority 4: Targeted Improvement Plan
Goal: All teachers and students will put additional emphasis on literacy/math needs and will improve scores. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.
Priority 1: / To improve reading comprehension and writing skills.
Supporting Data: /
  1. 2012-13 Benchmark/EOC/CRT NEEDS ASSESSMENT: Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for LITERACY was 73.39% proficient or advanced. The TARGETED ACHIEVEMENT GAP GROUP average score for LITERACY was 66.22% proficient or advanced. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 7.17%. In 2011-2012, 78.81% of the ALL STUDENT GROUP scored proficient and advanced; and 72.84% of the TARGETED ACHIEVEMENT GAP GROUP scored proficient or advanced. Therefore, the achievement gap between both groups was 5.97%.
  2. 2012-13 IOWA/NRT NEEDS ASSESSMENT: Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for READING was a NPR% of 45. The TARGETED ACHIEVEMENT GAP GROUP average score for READING was a NPR% of 28. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 17%. In 2011-2012, the NPR in READING for the ALL STUDENT GROUP was 42%; and the NPR in READING for the TARGETED ACHIEVEMENT GAP GROUP was 28%. Therefore, the achievement gap between both groups was 14%. Analysis of the three most recent years of assessment data revealed the ALL STUDENT GROUP average score for LANGUAGE was a NPR% of 45. The TARGETED ACHIEVEMENT GAP GROUP average score for LANGUAGE was a NPR% of 29. Therefore, the average achievement gap between ALL STUDENTS and the TARGETED GROUP for the 2009, 2010, and 2011 school years was 16%. In 2011-2012, the NPR in LANGUAGE for the ALL STUDENT GROUP was 45%; and the NPR in LANGUAGE for the TARGETED ACHIEVEMENT GAP GROUP was 33%. Therefore, the achievement gap between both groups was 12%.
  3. 2012-2013 Attendance NEEDS ASSESSMENT: Analysis of the three most recent years of attendance data revealed that the average attendance rate for HTMS was 92.22%. In the 2011-2012 school year, the attendance rate was 95.59% which is an increase of 4.46% from the 2010-2011 school year. Attendance Rate for 2010-11 was 91.13%; 2009-2010 was 94.4%; 2008-2009 was 91.13%

Goal / A. All students will improve in reading comprehension and written expression skills by increasing scores on both multiple choice and open response questions on the Literacy Benchmark Exams. B. Teachers and students will put additional emphasis on writing skills multiple choice questions, and reading Practical passages for open response items. C. Teachers will also emphasize content and style domains on writing prompts. D. All ELL students and students with disabilities will achieve academic proficiency when given appropriate time, support, modifications, and instruction. All stakeholders will implement ESL strategies and IEP modifications to promote student academic success and achievement.
Benchmark / The All Students population and the Targeted Achievement Gap Group met 2011-2012 performance standards in literacy making HTMS an achieving school. The following ESEA subgroups met performance standards: Hispanic, White, Economically Disadvantaged, Students with Disabilities and English Learners. It is expected that each of these populations will meet, or exceed the 2012-2013 performance or growth standards on the Benchmark exam. By the 2017 school year, the All Students group is expected to be at 84.27% proficient/advanced. The 2012 AMO was 71.15% proficient/advanced. Each year, the number of students in this group scoring proficient/advanced is expected to grow 4.89%. The TAG group is expected to be at 80.54% proficient/advanced by 2017. The 2012 AMO for the TAG group was 64.32%. Each year, from now until 2017, the number of students in this group scoring proficient/advanced is expected to grow 4.89
Intervention: Springdale Public Schools will maintain a rigorous standards based curriculum with full implementation of Common Core Standards. Teachers will craft lessons based on data gathered from Student Evidence while following the GRR model of instruction.
Scientific Based Research: Literacy site: Report of the National Reading Panel (1999). Teaching children to read. •Phonemic Awareness: Adams, M. Foorman, B.R., Lundber, I. & Beeler, T. (1998). Phonemic awareness in young children. Baltimore, MD: Brookes Publishing, 1998. •Phonics: Cunningham, P., (1995). Phonics they use. New York: Harper, Collins. •Fluency: Rasinski, T., (2003). The fluent reader. New York: Scholastic. Allen, J., (2000). Yellow brick roads. Portland, ME: Stenhouse. •Vocabulary: Beck, I., McKeown, M., & Kuca, L., (2002). Bringing words to life. New York: Guilford Press., Allen, J., (1999). Words, Words, Words. Portland, ME: Stenhouse. •Comprehension: Harvey, S. & Goudvis, A., (2000). Strategies that work. Portland, ME: Stenhouse. •Writing: Fountas, I. & Pinnell, G., (2001). Guiding readers and writers. Portsmouth, NH: Heinemann. •Spelling/Word Study: Ganske, K., (2000). Word journeys. New York: Guilford Press. Digest of Statistics. Marzano, R., (2001). A handbook for classroom instruction that works. Alexandria, VA: McReal. Payne, R., (1998). A framework for understanding poverty. Baytown, TX: Aha, Process, Inc. College Entrance Examination Board; Laying the Foundation, Inc.; Advanced Placementn Strategies, Inc. *Carol Rothenberg and Douglas Fisher, (2007) Teaching English Language Learners A Differentiated Approach,Pearson/ Merrill Prentice Hall; Douglas Fisher and Nancy Frey,(2008) Better Learning Through Structured Teaching A Framework for the Gradual Release of Responsibility, ASCD, Alexandaria, VA USA. *Pate, P.E., & Andrews, P.G.(2006). Research summary: Parent Involvement. Retrieved Oct, 2006 from http:/ *Carter, Lisa, 2007, Total Instructional Alignment, instructional consultant. *Hasselbring, Ted Dr.; Read 180, Scholastic (2005). *Adams, Marilyn Jager, Dr.; System 44, Scholastic (2009). *Sweeney, Diane, 2011, Student Centered Coaching: A Guide for K-8 Coaches and Principals.
Actions / Person Responsible / Timeline / Resources / Source of Funds
SPRINGDALE STANDARDS BASED Literacy Plan focus will include co-teaching, assessment designs, point-in-time instruction, and staff professional development needs. Instructional Facilitators will collaborate with 6-7 grade teachers and students on full implementation of Common Core Standards as well as reading and writing skills in preparation for the Benchmark Exam. A Coherent Instructional Design includes explicit instructional strategies used across the curriculum consisting of Best Practices of Literacy Lab, Literacy Academy, Gradual Release of Responsibility, ESL strategies, CWT and/or PLC's, technology tools such as media labs, smart boards, instructional software, video streaming, COW carts, and iPad carts. Action Types Tech Inc, Coll, Align,
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology Inclusion
Action Type: Title I School wide / Susan Buchanan / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
/
ACTION BUDGET: / $
Teachers will utilize valid, reliable ASSESSMENTS TO CREATE A SYSTEM FOR ADMINISTRATION, COLLECTION, AND ANALYSIS OF DATA. FORMATIVE ASSESSMENT may include: questioning strategies, teacher observations, anecdotal records, and point-in-time interventions. Formal and informal screening assessments determine students' beginning and ending instructional levels. According to the seven essential elements, students will be screened, diagnosed, monitored and assessed in the areas of phonemic awareness, phonics, fluency, vocabulary, comprehension, spelling/word study, and writing. FORMATIVE AND SUMMATIVE ASSESSMENT may include: ELDA, Monthly Common Department Assessments, District Quarterly Common Assessments, writing assessments, observation surveys, Accelerated Reader diagnostic reports, ADE required CRT/NRT, NWEA Target Testing, and Targeted Assessments given by the classroom teachers. Based on the above-mentioned student data and classroom observations, Teachers will create an individual professional development plan to improve student performance.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I School wide / Susan Buchanan / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
/
ACTION BUDGET: / $
ADE REQUIRED ADE PD: ADE requires 60 hrs of professional development for teachers and administrators. The sixty (60) hours of required professional development shall include: At least six (6) hours shall be in the area of educational technology, (2) hours of training in Arkansas History, 2hrT/3hrAdm in parental involvement. Teen Suicide Awareness once every five years. Child Maltreatment within 12 months of license renewal. For each administrator, the sixty (60) hour professional development requirement shall include training in data disaggregation, instructional leadership, and fiscal management. Other PD opportunities for faculty may include: AMLE, ASCD Leadership Conference, Leadership Academies, Common Core Standards, technology, Teach Them All, ESL Academy (summer), ESL strategies, SpED strategies, Gradual Release of Responsibility, Ruby Payne - Poverty, ongoing Data Analysis, CWT/software, building/district level PD, local, regional, state, and national workshops/conferences such as, but not limited to, AAEA, ASCD, IRA, Model Schools, AAMLA, AAMLE, ESL Symposium, Leadership conferences, TESOL, Schools to Watch, NCTM, NSTA, and book studies directly impact instruction, etc. Instructional facilitators will provide job embedded and ongoing professional development. Available funds will be used for cost associated with the PD activities. *Teachers on Special Assignment (TOSA) and Highly Qualified Instructional Facilitators will provide leadership and will mentor teachers through job embedded professional development by modeling instruction, lessons, conferencing with teachers and providing on-going professional development. In addition, new teachers will be mentored through the ADE Pathwise mentoring program model.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I School wide / Susan Buchanan / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
/
ACTION BUDGET: / $
Highly Qualified Instructional Facilitators will provide job embedded professional development to classroom teachers. Instructional Facilitators, grade level teachers, and administrators will meet regularly to discuss student progress, curriculum, instruction, literacy strategies, and assessment. Facilitators will work with classroom teachers to evaluate student progress.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I School wide / Brittney Hickman / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • District Staff
  • Teachers
/
ACTION BUDGET: / $
FEDERAL, STATE, AND LOCAL FUNDS WILL BE USED TO COORDINATE AND INTEGRATE services to improve instruction, eliminate the ACHIEVEMENT GAP, and increase student achievement. The district will set aside funds for SDI (Staff Development Institute). This allows the district to reimburse $150.00 to teachers for each college level course they take beyond certification requirements to encourage teachers to seek advanced degrees or classes relevant to their teaching positions.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I School wide / Susan Buchanan / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • District Staff
/
ACTION BUDGET: / $
Grade level teams will meet to analyze student data in order to provide skill development groups. Teams will compile Data Dashboards that will allow them to monitor academic progress throughout the school year. Teachers will create, in consultation with parents, an AIP and/or IEP for students not meeting standards as measured by ADE required assessments. AIP's will be done online through the NORMES portal. LPAC committee members will assist in development of AIPs and or IEP's for the ELL students who them. Students are placed in classrooms with heterogeneous grouping. Flexible groupings for reading levels are then established between classroom teachers, academic mentors, and ESL specialists. Supplemental LEVELS OF INTERVENTION include immediate in-class assistance by a highly qualified teacher, or sheltered instruction for language acquisition. Additional support is provided by certified specialized staff (ESL and InstFac) and intensive small group instruction(System 44 and Read 180 - Title I and NSLA) as well as individual instruction by specialized staff during clubs, guided study, learning centers, and weeks of intense Benchmark Preparation through Skill Builder/Flexi-Pull schedules, etc. All interventions are aligned with grade level curriculum frameworks with accommodations to meet individual needs. Students will be provided opportunities to use tutorial software programs such as Read 180, and Success Maker, System 44, and should funding allow, after school/summer program that will target at risk students. After school/Summer School programs will be offered to provide additional supplemental instruction for students performing below grade level and required reading enrichment so students will retain reading skills over the summer months. The John Archer Foundation provides funding for before/after school tutoring for core content areas. In addition, the After School Scholars grant provides extended time for at-risk students allowing them to be connected, in a safe environment, to curriculum-based instruction, and given opportunities for additional physical activity at the end of the day.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Special Education
Action Type: Title I School wide / Susan Buchanan / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • District Staff
  • Teachers
/
ACTION BUDGET: / $
SPRINGDALE POINT-IN-TIME using best practices, will be provided to targeted students in order to ELIMINATE THE ACHIEVEMENT GAP. NSLA funds are used to support salary/benefit for personnel providing POINT-in-Time SUPPLEMENTAL SERVICES for at-risk students within the district. Services may include during the day/EXTENDED DAY/EXTENDED YEAR supplemental/tutorial services in literacy or math. Training may include Professional Learning Communities, Data Driven Decision Making, Standards Based Classrooms, ESL Academy, Project Teach Them All, teaching techniques and strategies, Common Core Standards, etc. Highly qualified grade level teachers and staff will collaborate regarding individual student’s academic needs and AIP's. Parents will be informed about their child's academic needs, point-in-time instruction plans, and be encouraged to actively participate in bringing their child to grade level. On-going classroom assessments and pre/post tests will be administered to monitor student achievement and evaluate effectiveness for all students. (Formative evaluation/AIP review)HTMS will also provided intense Benchmark Preparation to help students become overall better test takers.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I School wide / Susan Buchanan / Start: 07/01/2012
End: 06/30/2013 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
/
ACTION BUDGET: / $
SPRINGDALE TRANSITION/FEEDER SCHOOL: Field trips to middle school will be arranged for fifth grade students for successful transition to the next school setting. Fifth grade IEP goals and times are set to match sixth grade curriculum and instructional scheduling. Areas of concern will be discussed by fifth grade teachers at grade level meetings and shared with the next school. A parent night will be provided for students entering middle school. HTMS is the feeder school for SWJH. 2012 Benchmark results show that their 8th grade students showed weakness in: Writing multiple choice items; Literary Reading passages for open response items in Literacy; and content and style Writing Domains. In Math, their areas of weakness were measurement and data analysis/probability multiple-choice items; and in algebra and measurement open response items.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I School wide / Danielle Henderson / Start: 07/01/2012