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Program Application

MARION SCHOOL DISTRICT

Program Application

For: NSLA (State-281)

Total Amount Reported: $1429963.97

Generated on November 21, 2011


AVONDALE ELEMENTARY SCHOOL
Source of Funds: NSLA (State-281) -- $136840
    Priority 1: Literacy
        Goal: All students will demonstrate improvement in reading comprehension and written communication skills.
    Priority 2: Math
        Goal: Students will increase their problem solving skills and their ability to explain the processes used in solving the problems.
    Priority 6: Curriculum Support
        Goal: Avondale Elementary School will improve academic achievement and school environment for all students
MARION ELEMENTARY SCHOOL
Source of Funds: NSLA (State-281) -- $137167
    Priority 1: Literacy Skills
        Goal: All students will demonstrate improvement in reading comprehension and written communication skills.
MARION HIGH SCHOOL
Source of Funds: NSLA (State-281) -- $277019
    Priority 1: Literacy
        Goal: Students will improve their critical analysis skills by improving reading comprehension, vocabulary knowledge, and writing skills.
    Priority 2: Math
        Goal: Students will improve their abilities to communicate an understanding of mathematics, with an emphasis on Algebra and Geometry, by solving problems and formatting solutions within the context of open response questions.
    Priority 6: Scholastic Audit
        Goal: To improve student academic achievement through a more efficient school and staff.
MARION INTERMEDIATE SCHOOL
Source of Funds: NSLA (State-281) -- $186990
    Priority 1: Literacy
        Goal: All students will improve reading comprehension and writing skills across the curriculum.
    Priority 2: Mathematics
        Goal: All students will improve problem solving skills and ability to apply math in real world situations.
    Priority 4: Wellness
        Goal: Marion Intermediate School will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average BMI on routine annual lifestyle student screening and increasing collaboration between all segments of the school community in support of positive lifestyle changes
    Priority 6: Curriculum Support for Student Achievment
        Goal: Marion Intermediate School will provide all students with necessary resources to increase student achievement and success.
MARION JUNIOR HIGH SCHOOL
Source of Funds: NSLA (State-281) -- $189762
    Priority 1: Literacy
        Goal: Marion Junior High School students will improve their critical analysis in open response, multiple choice answers, and writing across the curriculum by improving reading comprehension, vocabulary knowledge, and writing skills.
    Priority 2: Math
        Goal: Marion Junior High School students will improve their abilities to communicate an understanding of Mathematics by solving problems and formatting solutions within the context of open response questions and with emphasis on problems involving Algebraic Functions and Geometry.
MARION MIDDLE SCHOOL
Source of Funds: NSLA (State-281) -- $243177
    Priority 1: To improve Literacy Skills
        Goal: We will increase the number of all students demonstrating proficiency or better to meet the AYP of 83.8% on the 2011-2012 Augmented Benchmark. Our 6th grade group emphasis of learning/remediation will be: African Americans--Literary Multiple Choice and Content Open Responses Economically Disadvantaged--Literary Multiple Choice and Content Open Responses Students with Disabilities--Practical Multiple and Content Open Responses Our 7th grade group emphasis of learning/remediation will be Literary multiple choice and open response for all population groups. All groups in both grades will receive extra help in Content and Style strands of writing.
    Priority 2: To improve Mathematics skills
        Goal: We will increase the number of all students demonstrating proficiency or better to meet the AYP of 82.28% on the 2011-2012 Augmented Benchmark. Our group emphasis of learning/remediation will be: 6th grade: Students with Disabilities--Measurement and Geometry m/c and Measurement open response. African Americans--Measurement m/c and open responses Economically Disadvantaged--Measurement m/c and open responses 7th grade: Students with Disabilities--Measurement m/c and DAP open response. African Americans--Measurement m/c and open responses Economically Disadvantaged--Measurement m/c and open responses
    Priority 8: Parental Involvement
        Goal: to provide structures and support to increase involvement of parents
MARION SCHOOL DISTRICT
Source of Funds: NSLA (State-281) -- $259008.97
    Priority 1: Administrative Support
        Goal: Administrative support to improve academic achievement and school environment.
    Priority 9: Scholastic Audit
        Goal: The District will ensure the Scholastic Audit findings are implemented.
AVONDALE ELEMENTARY SCHOOL -- $136840

Program Application

For: NSLA (State-281)

Source of Funds: NSLA (State-281) -- $136840
Priority 1: To improve literacy skills
Supporting Data:
  1. According to the 2010 AYP reports, Avondale Elementary School has met standards for Literacy and Math and is designated as Achieving.
  2. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
  3. Third Grade Literacy Benchmark Exam: According to the combined population data of Marion School District in 2011, 311 students were tested and 81% scored proficient or advanced. In 2010, 301 students were tested and 74% scored proficient or advanced. In 2009, 303 students were tested and 75% scored proficient or advanced. The students scored lowest in examining and responding to a wide range of texts with sequential text structure and drawing inferences such as conclusions or generalizations, and supporting them with text evidence and/or personal experiences. The trend data of the combined population scored lowest in the practical reading passages. The lowest scores in writing were in style and content. (A) IEP Students: In 2011, 37 students were tested and 33% scored proficient or advanced. In 2010, 37 students were tested and 33% scored proficient or advanced. In 2009, 30 students were tested and 6% scored proficient or advanced. IEP students in the three year trend data scored lowest in practical reading passages.(B) SES students: In 2011, 197 studnets were tested and 75% scored proficient or advanced. THe three year trend data for SES students showed the lowest in practical reading passages. (C) Minority Population: African Americans: In 2011, 126 students were tested and 72% scored proficient or advanced. In 2010, 114 students were tested and 69% scored proficient or advanced. In 2009, 110 students were tested and 66% scored proficient or advanced. The three year trend data showed practical reading passages were the lowest. (D) LEP Students: Marion School District did not test enough LEP students in 2011, 2010, or 2009 to observe a trend.
  4. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
  5. Highly Mobile: In 2010-11, Avondale Elementary enrolled 91 new students.In 2009-10, Avondale Elementary enrolled 91 new students. In 2008-09, Avondale Elementary enrolled 97 new students.
  6. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
  7. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
  8. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school years. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
GoalAll students will demonstrate improvement in reading comprehension and written communication skills.
BenchmarkThere will be 85.60 percent of students demonstrating proficiency or higher on the literacy component of the state's third grade benchmark test by 2012.
Intervention: Avondale Elementary will continue using components of The Writing Academy Curriculum along with Interactive and Modeled Writing activities to supplement the Language Arts program when teaching writing.
Scientific Based Research: "Interactive Writing, How Language and Literacy Come Together, K-1"; Andrea McCarrier, Gay Su Pinnell, and Irene C. Fountas; "Apprenticeship in Literacy, Transitions across Reading and Writing"; Linda J. Dorn, Cathy French, Tammy Jones; Deb Jarner, Journal of School Improvement, Six -Trait Writing Model Improves Scores at Jennie Wilson Elementary, Fall/Winter 2000; "Brain Matters: Translating Research into Classroom Pratice"; Patricial Wolfe, 2001.
Actions Person Responsible Timeline Resources Source of Funds
Avondale Elementary will hire a Focus Teacher (FTE 0.5) who will compile a list of students who may be at risk in reading. The Focus Teacher works with the Professional Learning Communities (PLC) to look at data from weekly assessments. This data is used to develop interventions for at risk students. The Focus Teacher works with the classroom teachers to put the interventions into use. The Focus Teacher enters all student data into NORMES.
Action Type: AIP/IRI
Action Type: Program Evaluation
Action Type: Title I Schoolwide
 Principal Start: 07/01/2011
End: 06/30/2012
    NSLA (State-281) - Employee Benefits:$6891.00
    NSLA (State-281) - Employee Salaries:$26546.00
    ACTION BUDGET:$33437
    Total Budget:$33437
    Intervention: Avondale Elementary will continue to use Distar Reading.
    Scientific Based Research: Graves, M. F., Juel, C. , & Graves, B. B. (2001) "Teaching Reading in the 21st Century". Second edition. Boston: Allyn and Bacon.
    Actions Person Responsible Timeline Resources Source of Funds
    To improve student literacy skills, Avondale Elementary School will purchase supplemental literacy materials using Title I, NSLA, and SPED funds. Staff training will be provided as needed to incorporate the literacy programs.
    Action Type: Equity
    Action Type: Professional Development
    Action Type: Special Education
    Action Type: Title I Schoolwide
    		 Principal Start: 07/01/2011
    End: 06/30/2012
      NSLA (State-281) - Materials & Supplies:$9500.00
      ACTION BUDGET:$9500
      Total Budget:$9500
      Priority 2: Students will increase their problem-solving skills and their ability to communicate processes used in the problem-solving skills.
      Supporting Data:
      1. According to the 2011 AYP reoprts, Avondale Elementary School has met standards for Literacy and Math and is designated as Achieving.
      2. Third Grade Math Benchmark Exam:In 2011, 311 students were tested and 81% scored proficient or advanced. In 2010, 37 students were tested and 33% scored proficient or advanced. In 2009, 303 students were tested and 91% scored proficient or advanced. The three year trend data showed the measurement stand was lowest in multiple choice questions and the geometry stand was lowest in the open response questions.(A)IEP Students: In 2011, 37 students were tested and 64% scored proficient or advanced. In 2010, 37 students were tested and 82% scored proficient or advanced. In 2009, 30 students were tested and 57% scored proficient or advanced. The three year trend data geometry was the lowest are in mulpiple choice and open response questions. (B) SES Students: In 2011, 197 studnets were tested and 91% scored proficient or advanced. In 2010, 175 students were tested and 92% scored proficient or advanced. In 2009, 174 students were tested and 86% scored proficient or advanced. The three year trend data was N/A for 2010/2011. (C) Minority Population: African Americans: In 2011, 126 students were tested and 87% scored proficient or advanced. In 2010, 114 studnets were tested and 90% scored proficient or advanced. In 2009, 110 studnets were tested and 90% scored proficient or advanced. The three year trend data showed geometry was the lowest strand in multiple choice questions and open response questions. This was N/A for 2010/2011. (D) LEP Students: Marion School District did not test enough LEP students in 2011, 2010, 2009,or 2008 to observe a trend
      3. A review of the 2010, 2009, and 2008 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
      4. Highly Mobile: In 2010-11, Avondale Elementary enrolled 91 new students. In 2009-10, Avondale Elementary enrolled 91 new students. In 2008-09, Avondale Elementary enrolled 97 new students.
      GoalStudents will increase their problem solving skills and their ability to explain the processes used in solving the problems.
      BenchmarkThere will be 85.00 percent of students demonstrating proficiency or higher on the math component of the state's Benchmark Test by 2012.
      Intervention: Avondale Elementary will continue to implement weekly assessments in kindergarten and first grade.
      Scientific Based Research: "Classroom Instruction That Works" R. Marzano, D. Pickering, and J. Pollock: Nagy and Herman(2001)
      Actions Person Responsible Timeline Resources Source of Funds
      Avondale Elementary will hire a Focus Teacher (FTE 0.5) who will compile a list of students who may be at risk in math. The Focus Teacher works with the Professional Learning Communities (PLC) to look at data from weekly assessments. This data is used to develop interventions for at risk students. The Focus Teacher works with the classroom teachers to put the interventions into use. The Focus Teacher enters all student data into NORMES.
      Action Type: Equity
      Action Type: Program Evaluation
      Action Type: Special Education
      Action Type: Title I Schoolwide
      		 Principal Start: 07/01/2011
      End: 06/30/2012
        NSLA (State-281) - Employee Benefits:$6891.00
        NSLA (State-281) - Employee Salaries:$26546.00
        ACTION BUDGET:$33437
        Total Budget:$33437
        Priority 6: Curriculum Support for Student Achievement
        Supporting Data:
        1. Highly Mobile: In 2010-11, Avondale Elementary enrolled 91 new students. In 2009-10, Avondale Elementary enrolled 91 new students. In 2008-09, Avondale Elementary enrolled 97 new students.
        2. A review of the 2010, 2009, and 2008 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
        3. A review of the 2010 Arkansas Adequate Yearly Progress: District Improvement Report dated 08/05/2010, shows Avondale Elementary School's 2010 AYP Status is “Achieving” with the Overall Math Status of “MS” and Overall Literacy Status of “MS”.
        GoalAvondale Elementary School will improve academic achievement and school environment for all students
        BenchmarkThe Marion School District will continue to practice interventions found to be successful in raising academic achievement.
        Intervention: All instruction at Avondale Elementary will be provided by Highly Qualified Teachers as defined by NCLB.
        Scientific Based Research: Gerald,Craig and Kati Haycock, "Closing the Gap, "The School Administrator 7, 59 (August 2002): 16-22. (As summarized in Effective Schools Research Abstracts Volume 17, Issue 6)
        Actions Person Responsible Timeline Resources Source of Funds
        Avondale Elementary School will hire a Highly Qualified Certified Teacher (Sp.Ed.,FTE 1.0) to work with students who are identified with special needs. This teacher is an additional special education teacher for the district. The district is able to meet state and federal staffing requirements without this position.
        Action Type: Special Education
        Action Type: Title I Schoolwide
        		 Principal Start: 07/01/2011
        End: 06/30/2012
          NSLA (State-281) - Purchased Services:$1200.00
          NSLA (State-281) - Employee Benefits:$12287.00
          NSLA (State-281) - Employee Salaries:$46479.00
          ACTION BUDGET:$59966
          Total Budget:$59966
          Intervention: Avondale Elementary School will encourage parental and community involvement.
          Scientific Based Research: "What Research Says about Parent Involvement in Children's Education"; Decision Making Yardstick; Michigan Department of Education, 2001.
          Actions Person Responsible Timeline Resources Source of Funds
          Software will be purchased to implement the Edline program. Edline is an online grade reporting system, designed to provide parents with up to date, accurate information about their child's academic performance, assignments and other information. AES will provide training on how to use Edline to staff/parents.
          Action Type: Parental Engagement
          Action Type: Technology Inclusion
          		 Principal Start: 07/01/2011
          End: 06/30/2012
            NSLA (State-281) - Materials & Supplies:$500.00
            ACTION BUDGET:$500
            Total Budget:$500
            MARION ELEMENTARY SCHOOL -- $137167

            Program Application

            For: NSLA (State-281)

            Source of Funds: NSLA (State-281) -- $137167
            Priority 1: To improve literacy skills
            Supporting Data:
            1. According to the 2010 AYP reports Marion Elementary School has met standards for Literacy and Math and is designated as Achieving.
            2. Third Grade Literacy Benchmark Exam: According to the combined population data of Marion School District in 2011,311 students were tested an 81% scored proficient or advanced. In 2010, 301 students were tested and 74% scored proficient or advanced. In 2009, 303 students were tested and 75% scored proficient or advanced. The students scored lowest in examining and responding to a wide range of texts with sequential text structure and drawing inferences, such as conclusions or generalizations, and supporting them with text evidence and/or personal experiences. The trend data of the combined population scored lowest in the practical reading passages. The lowest scores in writing were in style and content. (A) IEP Students: In 2011, 37 students were tested and 33% scored proficient or advanced. In 2010, 37 students were tested and 33% scored proficient or advanced. In 2009, 30 students were tested and 6% scored proficient or advanced. IEP students in the three year trend data scored lowest in practical reading passages. Content and style were the areas of writing that were low. (B) SES Students: In 2011, 197 students were tested and 75% scored proficient or advanced. In 2010, 175 students were tested and 67% scored proficient or advanced. In 2009, 174 students were tested and 65% scored proficient or advanced. The three year trend data for SES students showed the lowest in practical reading passages. (C) Minority Population: African Americans: In 2011, 126 students were tested and 72% scored proficient or advanced. In 2010, 114 students were tested and 69% scored proficient or advanced. In 2009, 110 students were tested and 66% scored proficient or advanced. The three year trend data showed practical reading passages were the lowest. (D) LEP Students: Marion School District did not test enough LEP students in 2011, 2010, or 2009 to observe a trend.
            3. Norm Referenced Tests: (Second Grade) Reading Comprehension: (ITBS) In 2011, 312 students were tested and 56.4% scored above the 50th percentile. The lowest areas were vocabulary and factual understanding. (This is the first year for the ITBS in second grade.) (SAT-10) In 2010, 291 students were tested and 49% scored above the 50th percentile. In 2009, 287 students were tested and 43% scored about the 50th percentile. In 2008, 299 students were tested and 41% scored above the 50th percentile. The lowest areas were in discerning the speaker's voice and determining unknown words from context. IEP Students: (ITBS) In 2011, 27 students were tested and 21.4% scored above the 50th percentile. (SAT10) In 2010 27 students were tested and 26% scored above the 50th percentile. In 2009, 32 students were tested and 19% scored proficient or advanced. In 2008, 33 students were tested and 12% scored above the 50th percentile. An item analysis for IEP students was not available. SES Students: (ITBS) In 2011, 199 students were tested and 45.2% scored above the 50th percentile. (SAT10)In 2010, 179 students were tested and 41% scored above the 50th percentile. In 2009, 167 students were tested and 32% scored above the 50th percentile. In 2008, 166 students were tested and 29% scored above the 50th percentile. An item analysis was not available for SES students. Ethic Populations: African American: (ITBS) In 2011, 154 students were tested and 33.8% scored above the 50th %. (SAT10) In 2010, 112 students were tested and 32% scored above the 50th percentile. In 2009, 103 students were tested and 29% scored above the 50th percentile. In 2008, 104 students were tested and 27% scored above the 50th percentile. An item analysis was not available for minority students. LEP Students: Marion Elementary School did not test enough LEP students in 2011, 2010, or 2009 to observe a trend.
            4. Star Reading Test: (A) Second Grade: In 2011, 308 students were tested and 44.1% scored above the 50th percentile. In 2010, 286 students were tested and 43% scored above the 50 percentile. In 2009, 278 students were tested and 46.4% scored above the 50th percentile. (B) Third Grade: In 2011 307 students were tested and 42.4% scored abovr the 50th percentile.In 2010, 298 students were tested and 42% scored above the 50th percentile. In 2009, 305 students were tested and 44.3% scored above the 50th percentile. Students, teachers and paraprofessionals will collaborate to help students in achieving their goals.
            5. Attendance Rate: In 2010-2011 the average daily attendance was 95.0%. In 2009-2010 the average daily attendance was 95.0%. In 2008-2009 the average daily attendance was 95.6%.
            6. Highly Mobile: During the 2010-2011 school year, 136 new students were enrolled at Marion Elementary. During the 2009-10 school year, 118 new students were enrolled at Marion Elementary. During the 2008-09 school year, 118 new students enrolled. Duri
            7. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school years. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
            8. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
            9. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
            10. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
            GoalAll students will demonstrate improvement in reading comprehension and written communication skills.
            BenchmarkThere will be 85.6 percent of students demonstrating proficiency or higher on the literacy component of the state's third grade benchmark test by 2012.
            Intervention: Marion Elementary will continue the Accelerated Reader Program in second and third grade; The Institute for Academic Excellence, Madison, WI
            Scientific Based Research: "Teacher Effectiveness and Computer Assessment of Reading: Relating Value Added and Learning Information System Data," School Effectiveness and School Improvement 11, 3 (September 2000): 305-337. Summarized in Effective Schools Research Abstracts Volume 15, Issue 9.
            Actions Person Responsible Timeline Resources Source of Funds
            As needed, the district will purchase smartboards and other devices that connect to the smartboard such as smart response systems; Netbooks and/or computers ; document cameras to be used for CGI math instruction ; computer furniture/chairs and printers. Software, including Accelerated Reader (AR), may be purchased to incorporate new learning techniques necessary to raise student achievement. Network upgrades and Software will be purchased as necessary for the equipment to become operational. The new technology will be used in classrooms by the classroom teacher and students for AR testing, Star Reading, Star Math, and other educational activities. Regular Title I funds may be used to purchase these technology items that will be supplemental to state requirements. Inventory sheets will be maintained to document the purchases.
            Action Type: Program Evaluation
            Action Type: Technology Inclusion
            Action Type: Title I Schoolwide
            		 Principal Start: 08/17/2011
            End: 06/01/2012
            • Computers
            NSLA (State-281) - Materials & Supplies:$9500.00
            ACTION BUDGET:$9500
            Total Budget:$9500
            Intervention: Marion Elementary will encourage parental involvement by providing opportunities for parents to interact with school programs and events.
            Scientific Based Research: "Parental Involvement in Education", Measuring Up The State of Texas Education, Texas Kids Count, June, 1999, September, 2004, cppp.org/kidscount/education/parentalinvolvement.html
            Actions Person Responsible Timeline Resources Source of Funds
            We will continue to use the Edline program for reporting grade to parents. Edline is an online grade reporting system, designed to provide parents with up to date, accurate information about their child's academic performance, assignments and other information. Teachers will be updated each year with any program changes.
            Action Type: Parental Engagement
            Action Type: Technology Inclusion
            Action Type: Title I Schoolwide
            		 Principal Start: 08/10/2011
            End: 06/30/2012
              NSLA (State-281) - Materials & Supplies:$500.00
              ACTION BUDGET:$500
              Total Budget:$500
              Intervention: Marion Elementary will utilize the Hot Springs Learning Institute methodology to periodically assess student mastery of student learning expectations (SLE) and to target remedial interventions for use during the school year.
              Scientific Based Research: "Improving Teaching and Learning with Data-Based Decisions: Asking the Right Questions and Acting on the Answers," ERS Spectrum (Summer 2001): 4-9. (As summarized in Effective Schools Research Abstracts Volume 17 Issue1)
              Actions Person Responsible Timeline Resources Source of Funds
              Two instructional facilitators (FTE 2.0) will be employed for second and third grade to assist classroom teachers, remediate students, and work with The Learning Institute in testing of SLE's. These teachers will work with both Literacy and Math.
              Action Type: Alignment
              Action Type: Title I Schoolwide
              		 Principal Start: 08/10/2011
              End: 06/01/2012
                NSLA (State-281) - Employee Benefits:$26298.00
                NSLA (State-281) - Employee Salaries:$100869.00
                ACTION BUDGET:$127167
                Total Budget:$127167
                MARION HIGH SCHOOL -- $277019

                Program Application

                For: NSLA (State-281)

                Source of Funds: NSLA (State-281) -- $277019
                Priority 1: Students will achieve Adequate Yearly Progress on the EOL Literacy Exam.
                Supporting Data:
                1. According to the 2011 AYP reports Marion High School has met standards this year with a status of WS-II-4. Overall Math Status is Achieving and Overall Literacy Status is SI_4.
                2. The current data for 2010-11 11th Grade Literacy testing shows growth in all areas. With 68% of all students tested scoring Proficient or Advanced, 52% of our Economically Disadvantaged students (up from 43% the year before) and 47% of our African-American students (up from 43%) scored Proficient or Advanced. Areas of concern identified from released items include: reading content passages, writing content domain, style domain. 2009-2010 11th Grade Literacy combined population scores were 64.3% proficient or advanced, with 32.4% of the Special Education subpopulation, 45.8% of the African-American subpopulation, and 42.6% of the Economically disadvantaged subpopulation at proficient or advanced. According to the 2008-09 EOL Literacy Exam combined population scores of MHS, 65% of students were proficient or advanced in literacy, and 35% scored below proficient or basic. 43% of our African-American students, 43% of our economically disadvantaged students, and 12% of our Special Education students scored proficient (new subgroup this year). In addition, the 2009-10 and 2008-09 scores of our subpopulations exceeded state averages for each of the three groups.
                3. 2011 ACT English scores for Marion High School show an increase from last year to 19.6, which is the same as the state average. ACT English Composition scores, showing college readiness, for MHS slightly below state average for 2010 year 19.5, for the 2009 year with 20.4, for MHS and 20.6 for the state.
                4. The 2010-2011 graduation and drop out rates posted on NORMES state that MHS meet their goal.The 2009-2010 student drop out rate of 3% and graduation rate of 88.8. The 2008-2009 student drop out rate 3% and 85% graduation rate.The 2007-2008 student drop out rate of 3% and 90.7%graduation rate. On average 3.53% of students drop out of school every year.
                5. 2010-2011 College remediation rate is not yet reported on NORMES.College remediation rate average for 2009-2010 was 53, 2008-2009 and 2007-2008 was 43.Grade inflation average for the last three years has been 46.33.
                6. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
                7. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school years. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
                8. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
                9. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
                GoalStudents will improve their critical analysis skills by improving reading comprehension, vocabulary knowledge, and writing skills.
                BenchmarkMHS will increase the number of students scoring proficient or advanced on the End of Course Literacy Examination to meet the AYP Performance Level of 83.88% proficiency. On the latest End of Course Examination, our combined population scored 68% proficiency with the following results in subpopulations: African-Americans 47% ,economically disadvantaged 52%. We need an 15.88% increase in the number of students scoring proficient or advanced in Literacy in 2011-12.
                Intervention: MHS will promote literacy through increased writing and vocabulary instruction and use of technology.
                Scientific Based Research: Marzano,R. (2003). What Works in Schools: Translating Research Into Action. Alexandria,VA; Association for Supervision and Curriculum Development.
                Actions Person Responsible Timeline Resources Source of Funds
                Teachers who assign research papers will use Turnitin.com to identify plagiarism so that students will write their own papers having authentic writing.
                Action Type: Technology Inclusion
                		 Shannon Ginn Start: 07/01/2011
                End: 06/30/2012
                • Computers
                • Public Library
                • School Library
                • Teachers
                NSLA (State-281) - Materials & Supplies:$3500.00
                ACTION BUDGET:$3500
                Total Budget:$3500
                Intervention: MHS will provide individual literacy instruction for students who exhibit need.
                Scientific Based Research: Lewis, Jill, Ed.; Moorman, Gray, Ed. "Adolescent Literacy Instruction: Policies and Promising Practices" Newark,DE; International Reading Association,2007.
                Actions Person Responsible Timeline Resources Source of Funds
                Students who have failed English may recover credit through the PLATO program. Plato software will be purchased for this program. The student will retake a failed class. One certified teacher(1.0 FTE) will be hired to administer the program during the regular school day in the PLATO lab.
                Action Type: Equity
                Action Type: Technology Inclusion
                		 Liz Kitsinger Start: 06/01/2011
                End: 05/31/2012
                • Computers
                • Teachers
                NSLA (State-281) - Purchased Services:$5000.00
                NSLA (State-281) - Materials & Supplies:$23000.00
                NSLA (State-281) - Employee Benefits:$14467.00
                NSLA (State-281) - Employee Salaries:$55811.00
                ACTION BUDGET:$98278
                Prior to the EOL Exam, English teachers will offer after-school tutoring sessions on literacy topics in which students are showing greatest need (according to TLI Interim Assessment results).
                Action Type: Equity
                		 Shannon Ginn Start: 08/19/2011
                End: 05/31/2012
                  NSLA (State-281) - Employee Benefits:$2540.00
                  NSLA (State-281) - Employee Salaries:$10000.00
                  ACTION BUDGET:$12540
                  Total Budget:$110818
                  Intervention: MHS will provide test preparation for students.
                  Scientific Based Research: Reis, Sally M,; McCoach, D. Betsy; Coyne, Michael; Schreiber, Frederic J; Eckert, Rebecca D.; Gubbins, E.Jean "Using Planned Enrichment Strategies with Direct Instruction to Improve Reading Fluency, Comprehension, and Attitude toward Reading: An Evidence- Based Study" Elementary School Journal, v108 n1 p3-24 Sep 2007.
                  Actions Person Responsible Timeline Resources Source of Funds
                  MHS will provide a quiet learning environment for students to work on assignments and become successful learners. A classified staff (FTE 1.0) will be hired to supervise this class.
                  Action Type: Equity
                  		 Steve Landers Start: 08/18/2011
                  End: 06/30/2012
                    NSLA (State-281) - Purchased Services:$250.00
                    NSLA (State-281) - Employee Benefits:$5587.00
                    NSLA (State-281) - Employee Salaries:$16200.00
                    ACTION BUDGET:$22037
                    Total Budget:$22037
                    Intervention: MHS will actively encourage Parental Involvement.
                    Scientific Based Research: Hill,N.,Castellino, D., et al. (9/2004). Parent Academic Involvement as Related to School Behavior, Achievement and Aspirations: Demographic Variations Across Adolescence. Child Development, 75 (5).
                    Actions Person Responsible Timeline Resources Source of Funds
                    Edline is an online grade reporting system designed to provide parents with up-to-date, accurate information about students' academic performance, assignments and other related topics. Teachers will post weekly updates on Edline. A license will be purchased for the school year. rubric 1j
                    Action Type: Parental Engagement
                    Action Type: Technology Inclusion
                    		 Steve Landers Start: 11/01/2011
                    End: 06/30/2012
                      NSLA (State-281) - Materials & Supplies:$500.00
                      ACTION BUDGET:$500
                      Total Budget:$500
                      Intervention: MHS will provide an alternative learning environment for students who need small group or individualized instruction to become successful in school.
                      Scientific Based Research: Kleiner, B. Porch, R., and Farris, E. (2002). "Public alternative schools and programs for students at risk of educational failure":(NCES 2002-2004). Washington, DC: US Department of Education, National Center for Educational Statistics.
                      Actions Person Responsible Timeline Resources Source of Funds
                      Two classified staff (FTE 2.0) hired and supplies purchased, including the Plato Learning program, and copier expenses to provide appropriate curriculum to meet the needs of students at risk of failing in the regular classroom environment. Salary and benefits, appropriate fees, including Plato fees, materials and supplies will be purchased. Participating schools provide funds to pay a portion of the Alternative School costs based on the number of students attending from their school. These funds are received at the end of the school year.
                      Action Type: Equity
                      		 Connie Steele Start: 08/21/2011
                      End: 05/31/2012
                      • Administrative Staff
                      • Teachers
                      • Teaching Aids
                      NSLA (State-281) - Materials & Supplies:$14000.00
                      ACTION BUDGET:$14000
                      Total Budget:$14000
                      Priority 2: Students will achieve average yearly progress on mathematics skills of the End of Level Benchmark exams.
                      Supporting Data:
                      1. According to the 2011 AYP reports Marion High School has met standards this year with a status of Achieving. Overall Math Status is Achieving.
                      2. Current 2010-2011 Geometery scores are as follows for proficient or advanced combined population 64%, economically disadvantaged 56%,African-American 47%. 2009-2010 EOC Geometry Exam reports a 68% proficient or advanced combined population, our African American population are 53% proficient or advanced, our economically disadvantaged are 61% proficient or advanced, and 8% proficient or advanced in Special Education. Showing we are off School Improvement on math.According to the 2008-09 EOC Geometry Exam combined population scores of MHS, 59% of students were proficient or advanced and 40% scored below proficient or basic. 45% of our African-American students, 46% of our economically disadvantaged students, and 24% of our Special Education students scored proficient. Areas of concern identified from the 2009 released items include: Measurement and Coordinate Geometry and Transformations.
                      3. The current Algebra I EOC scores show Proficient or advanced for combined 53%, Economically Disadvantaged 54%,African American 22%,IEP 100%. 2009-2010 Algebra I EOC scores show Proficient or advanced for combined 50%, Economically Disadvantaged 25%, African American 29%, and 0% for Special Education. According to the 2008-09 EOC Algebra I Exam combined population scores of MHS, 55% of students were proficient or advanced and 44% scored below proficient or basic. 44% of our African-American students, 46% of our economically disadvantaged students, and 24% of our Special Education students scored proficient. Areas of concern identified from the 2009 released items include: Non-Linear Functions, Data Interpretation and Probablility.
                      4. The 2010-2011 graduation and drop out rates posted on NORMES report we made our goal.The 2009-2010 student drop out rate of 3% and graduation rate of 88.8. The 2008-2009 student drop out rate 3% and 85% graduation rate.The 2007-2008 student drop out rate of 3% and 90.7%graduation rate. On average 3.53% of students drop out of school every year
                      5. ACT Math Composition scores, showing college readiness, for MHS slightly below state average for the 2011 year of 19.5 and 2010 year of 19.6, 2009 year with 20.0 for MHS.
                      6. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
                      7. 2010-2011 College remediation rate is not yet reported on NORMES.College remediation rate average for 2009-2010 was 53, 2008-2009 and 2007-2008 was 43.Grade inflation average for the last three years has been 46.33.
                      GoalStudents will improve their abilities to communicate an understanding of mathematics, with an emphasis on Algebra and Geometry, by solving problems and formatting solutions within the context of open response questions.
                      BenchmarkMHS will increase the number of students scoring proficient or advanced on the End of Course Geometry and Algebra I Examinations to meet the AYP Performance Level of 82.30% proficiency. On the latest End of Course Examination, our combined population scored 64% proficiency in Geometry and 53% proficiency in Algebra with the following results in subpopulations: Special Ed., 17% proficiency in Geometry and 100% Algebra; African-Americans, 47% in Geometry and 22% in Algebra; economically disadvantaged, 56% in Geometry and 54% Algebra. AYP was met for both Geometry and Algebra. We need a 18.3% increase in the number of students scoring proficient or advanced in mathematics.
                      Intervention: MHS will provide individualized math instruction for students who exhibit need.
                      Scientific Based Research: "Refining Remediation: Support Strategies for At-Risk High School Students in Three Urban Districts." Mass Insight Education and Research Institute, 2005.
                      Actions Person Responsible Timeline Resources Source of Funds
                      Students who do not score proficient on the End of Course Geometry Exam will be allowed to complete their remediation through the Summer Remediation Program, which is offered immediately after the results are received.
                      Action Type: AIP/IRI
                      Action Type: Equity
                      		 Tracy Long Start: 07/01/2011
                      End: 06/30/2012
                      • Performance Assessments
                      • Teachers
                      NSLA (State-281) - Employee Benefits:$11164.00
                      NSLA (State-281) - Employee Salaries:$44800.00
                      ACTION BUDGET:$55964
                      Total Budget:$55964
                      Priority 6: To improve overall student achievement through the implementation of the following strands.
                      Supporting Data:
                      1. Arkansas Department of Education Scholastic Audit Summary Report found that Marion High had a 57% deficient for Standard 1 Curriculum. 62% deficient for Standard 2 Classroom Evaluation/Assessment. 50% deficient for Standard 3 Instruction. 55% dificient for Standard 4 School Culture. Standard 5 Student, Family and Community Support was found eficient. 83% deficient for Standard 6 Professional Growth, Development, and Evaluation.27% deficient for Standard 7 Leadership. 30% deficient Standard 8 School Organization and Fiscal Resources. 81% deficient for Standard 9 Comprehensive and Effective Planning.
                      GoalTo improve student academic achievement through a more efficient school and staff.
                      BenchmarkMHS will become more efficient in Standards 1,2,3,4,6,7,8,9 and maintain Standard 5.
                      Intervention: To improve the implementation of curriculum, assessment strategies, and instruction.
                      Scientific Based Research: Marzano, R. (2003). What Works in Schools: Translating Research Into Action. Alexandria, VA; Association for Supervision and Curriculum Development.
                      Actions Person Responsible Timeline Resources Source of Funds
                      MHS hired an Instructional Facilitator (1.0 FTE) to ensure that students are being remediated for scores below proficient including African Americans and Special Education.2.1f
                      Action Type: ADE Scholastic Audit
                      Action Type: AIP/IRI
                      Action Type: Equity
                      		 Shannon Ginn Start: 07/01/2011
                      End: 06/30/2012
                        NSLA (State-281) - Employee Benefits:$15000.00
                        NSLA (State-281) - Employee Salaries:$55200.00
                        ACTION BUDGET:$70200
                        Total Budget:$70200
                        MARION INTERMEDIATE SCHOOL -- $186990

                        Program Application

                        For: NSLA (State-281)

                        Source of Funds: NSLA (State-281) -- $186990
                        Priority 1: Students will improve literacy skills.
                        Supporting Data:
                        1. According to the 2010 AYP reports Marion Intermediate School has met standards this year with a status of S1_2. Overall Math Status is Alert and Overall Literacy Status is SI_M.
                        2. Benchmark results: Percent of students proficient or advanced: 2011 Fourth grade combined - 86; Disabled-41; Economic Disadvantaged - 82; African American - 83; Fifth grade combined - 82; Disabled - 26; Economic Disadvantaged - 75; African American - 72. 2010 Fourth grade combined - 80; Disabled - 19; Economically Disadvantaged - 71; African American - 70. Fifth Grade combined - 76; Disabled - 23; Economically disadvantaged - 64; African American - 66. 2009 Fourth grade combined - 77; Disabled - 12; Economically Disadvantaged - 65; African American - 62. Fifth Grade Combined - 75; Disabled - 27; Economically Disadvantaged - 57; African American - 66. All data indicates growth in every area on the literacy testing.
                        3. National Standardized Test Results: ITBS or SAT 10 National Percentile Rank - Literacy Scores: 2011 - ITBS: 4th grade general population - reading, 53; language, 58; 4th grade African American - reading, 40; language, 48; 4th grade IEP students - reading, 23; language 28; 4th grade Economically disadvantaged - reading, 41; language, 47. 5th grade general population - reading, 50; language, 54; 5th grade African American - reading, 38; language, 43; 5th grade IEP students - reading, 20; language,14; 5th grade Economically Disadvantaged - reading, 38; language, 38. 2010 SAT - 10: 4th grade general population - reading, 73; language, 40; 4th grade African American - reading, NG: language, NG; 4th grade IEP students - reading, 22; language, 10; 4th grade Economically Disadvantaged - reading, NG; Language, NG; 5th grade General Population - reading, 64; language, 50; 5th grade African American - reading, NG; language, NG; 5th grade IEP students - reading, 13; language, 16; 5th grade Economically Disadvantaged - reading, NG; language, NG. 2009 SAT 10: 4th grade general population - reading, 70; language, 39; 4th grade African American - reading, NG; language, NG; 4th grade IEP students - reading, 21; language, 8; 4th grade economically disadvantaged - reading, NG; language, NG; 5th Grade General Population - reading, 61; language, 49; 5th grade African American - reading, NG; language, NG; 5th grade IEP students - reading, 23; language, 24; 5th grade Economically Disadvantaged - reading, NG; language, NG. *NG - not given by data breakdowns. This was the first year for our students to take the ITBS, so there is no base line showing growth.
                        4. The Learning Institute testing results on Multiple Choice Items: TLI Literacy Percent Proficient and Advanced on MC items: 2011 4th grade combined population - 66, 4th grade African American - 62, 5th Grade combined population - 66; 5th grade African American - 61. 2010 - 4th grade combined population - 66; 4th grade African American - 62; 5th grade combined population - 63; 5th grade African American - 60. 2009 - 4th grade combined population - 65; 4th grade African American - 60; 5th grade combined population - 66; 5th grade African American - 63. Marion Intermediate students continue to consistently perform on multiple choice testing items.
                        5. Based on the above scores in comparison with the required Benchmarks, Disabled students, Economically Disadvantaged students, and African American students are all targeted groups of students needing improvement on Literacy.
                        6. In addition, the number of students receiving Free or Reduced meals is increasing over the past 3 years which represents an increase in a subpopulation at risk according to data disaggregation. Percent of School Population Free and Reduced: 2011 - 61, 2010 - 57, and 2009 - 52
                        7. Attendance remains high at Marion Intermediate School over the past three years. Attendance - 2010-2011 it was 94.6; 2009-2010 it was 95; 2008-2009 it was 95.
                        GoalAll students will improve reading comprehension and writing skills across the curriculum.
                        BenchmarkThere will be an increase in the percentage of students who demonstrate proficiency in the literacy component of the Benchmark Exam by 2011. Sub-populations that did not make AYP ( Students with Disabilities) will have 10% growth on the literacy portion of the 2012 Augmented Benchmark Exam. There will be 85% of students demonstrating proficiency or higher on the literacy componet of the Benchmark test by 2012.
                        Intervention: Teachers will include open response questions in content area assessments.
                        Scientific Based Research: Marzano, R.J., Pickering, D.J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
                        Actions Person Responsible Timeline Resources Source of Funds
                        Students who score less than proficient will have additional opportunities to practice content reading and writing in small group instruction. One certified staff member (FTE 1.0) will provide students with additional opportunities to improve reading and writing skills. Data on file reflects successes of sub-populations targeted in this action.
                        Action Type: AIP/IRI
                        Action Type: Title I Schoolwide
                        		 Avis Fortner Start: 08/14/2011
                        End: 05/31/2012
                          NSLA (State-281) - Purchased Services:$500.00
                          NSLA (State-281) - Employee Benefits:$27004.00
                          NSLA (State-281) - Employee Salaries:$103836.00
                          ACTION BUDGET:$131340
                          Total Budget:$131340
                          Intervention: The Marion School District will participate in the Learning Institute plan to evaluate student mastery of Arkansas Frameworks student learner expectations.
                          Scientific Based Research: Improving Teaching and Learning with Data-Based Decisions: Asking the Right Questions and Acting on the Answers," ERS Spectrum (Summer 2003):4-9 As summarized in Effective Schools Research Abstracts Volume 17 Issue 1)
                          Actions Person Responsible Timeline Resources Source of Funds
                          Fees will be paid for Accelerated Reader, English in a Flash, Ed Helper,Star Reading software, Education City, BrainPop, Safari Montage or web site access to assist teachers with providing instruction to raise students achievement. Selected teachers will attend Learning Institute training to learn the methodology and lead in the implementation of institute strategies.
                          Action Type: Collaboration
                          Action Type: Equity
                          Action Type: Professional Development
                          Action Type: Title I Schoolwide
                          		 Walt King, Temple Robinson, Avis Fortner Start: 08/15/2011
                          End: 05/31/2012
                            NSLA (State-281) - Materials & Supplies:$5000.00
                            ACTION BUDGET:$5000
                            Total Budget:$5000
                            Priority 2: All students will improve problem solving skills and ability to apply math in real world situations.
                            Supporting Data:
                            1. According to the 2010 AYP reports Marion Intermediate School has met standards this year with a status of TI-A-1. Overall Math Status is Alert and Overall Literacy Status is SI_M.
                            2. Benchmark Test Results: Benchmark Math Scores Percentage Proficient or Advanced: 2011 - 4th grade combined - 85; 4th grade disabled students - 41; 4th grade African American - 71; 4th grade economically disadvantaged - 75; 5th grade combined - 80; 5th grade disabled - 26; 5th grade African American - 65; 5th grade economically disadvantaged - 68. 2010 - 4th grade combined - 79; 4th grade disabled - 31; 4th grade ;African American - 68; 4th grade economically disadvantaged - 71; 5th grade combined - 73; 5th grade disabled - 19; 5th grade African American - 58; 5th grade economically disadvantaged - 59. 2009 - 4th grade combined - 76; 4th grade disabled - 26; 4th grade African American - 70; 4th grade economically disadvantaged - 77; 5th grade combined - 72; 5th grade disabled - 35; 5th grade African American - 59; 5th grade economically disadvantaged - 60. Marion Intermediate fourth and fifth grade students continue to show growth in all areas on the Benchmark exam.
                            3. National Standarized Test results: ITBS or SAT 10 National Percentile Rank- Math: 2011 ITBS - 4th grade general population - 63; 4th grade African American - 50; 4th grade IEP students - 39; 4th grade free/reduced - 53; 5th grade general population - 65; 5th grade African American - 52; 5th grade IEP students - 22; and 5th grade frre/reduced - 51. 2010 SAT-10 - 4th grade general population - 75; 4th grade African American - NG; 4th grade IEP students - 27; 4th grade free/reduced - NG; 5th grade general population - 71; 5th grade African American - NG; 5th grade IEP students - 20; 5th grade free/reduced - NG. 2009 SAT-10: 4th grade general population - 74; 4th grade African American - 54; 4th grade IEP students - 25; 4th grade free/reduced - NG; 5th grade general population - 68; 5th grade African American - NG; 5th grade Iep students - 37; 5th grade free/reduced - NG. The ITBS was administered for the first time in 2011, therefore we have no baseline for comparison.
                            4. The Learning Institute Testing Results on Multiple Choice Items: TLI Math Percent Proficient and Advanced on Multiple Choice items: 2011 - 4th grade combined - 65; 4th grade African American - 60; 5th grade combined - 62; 5th grade African American - 57. 2010 - 4th grade combined - 57; 4th grade African American - 49; 5th grade combined - 64; 5th grade African American - 57. 2009 - 4th grade combined - 54; 4th grade African American - 49; 5th grade combined - 60; 5th grade African American - 55. MIS students showed growth from the year 2010-2011, but the African American sub population showed considerable growth as shown in our data.
                            5. Based on the above scores in comparison with the required Benchmarks, Disabled students, Economically disadvantaged students, and African American students are all targeted groups of students needing improvement in Math.
                            6. In addition, the number of students receiving free or reduced meals is increasing over the past 3 years, which represents an increase in a sub population at risk according to data disaggregation. Percent of School Population Free and Reduced: 2011 - 61%: 2010 - 57%: 2009 - 52%.
                            7. Attendance remains high at Marion Intermediate School over the past 3 years. Attendance: 2010-2011 - 94.6; 2009-2010 - 95; 2008-2009 - 95.
                            GoalAll students will improve problem solving skills and ability to apply math in real world situations.
                            BenchmarkThere will be an increase in the percentage of students who demonstrate proficiency on the mathematics portion of the Arkansas Benchmark Exam in 2011.
                            Intervention: Marion Intermediate School will continue implementation of Standards Based Math Curriculum at 4th and 5th grade.
                            Scientific Based Research: Marzano, R.J., Pickering, D.J., & Pollock, J. E. (2001). Classroom Instruction That Works: Research Based Strategies for Improving Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.
                            Actions Person Responsible Timeline Resources Source of Funds
                            Fees will be paid for software, including EdHelper, IXL Math,Education City, BrainPop, and Safari Montage, and/or web site access to assist teachers with providing instruction to raise students achievement.
                            Action Type: Alignment
                            Action Type: Equity
                            Action Type: Program Evaluation
                            Action Type: Technology Inclusion
                            Action Type: Title I Schoolwide
                            		 Julie Molloy Start: 07/01/2011
                            End: 06/30/2012
                              NSLA (State-281) - Materials & Supplies:$4500.00
                              ACTION BUDGET:$4500
                              Total Budget:$4500
                              Priority 4: Marion Intermediate School will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average BMI on routine annual lifestyle student screening and increasing collaboration between all segments of the school community in support of positive lifestyle changes.
                              Supporting Data:
                              1. Healthy Lifestyle: Body Mass Index - Percent of students Overweight 2010-2011: 4th grade males - 34.1; 4th grade females - 41.6; 5th grade males - NA; 5th grade females - NA. In the years 2009-2010: 4th grade males - 48.3; 4th grade females - 38.8.; 5th grade males - NA; 5th grade females - NA. In the years 2008-2009: 4th grade males - 41.3; 4th grade females - 45.6; 5th grade males - NA; 5th grade females - NA. Intermediate School 4th grade female students 40% were at risk of being overweight or were overweight.
                              2. The 2010 School Health Index Module 1 data: On the school health and safety policies and environment survey, teachers perceived that 86.6% this modular to have been implemented. The highest scores were for having a representative school health committee and students feel that the faculty and staff care about them. The lowest areas were safe physical environment and staff development on unintentional injuries, violence, and suicide.
                              3. The 2010 School Health Index Module 2 data: On the Health Education survey, teachers perceived that 72.9% of this survey had been implemented. The highest implementation was in professional development in classroom management techniques and teaching the value of physical activity. The lowest areas were professional development in delivering the health and safety curriculum, and having assignments that encourage student interaction with family and community.
                              4. The 2010 School Health Index Module 4 data: On the Nutrition Services survey, 67% of the teachers felt this was perceived as being implemented. The two items that scored the highest were having a breakfast and lunch program and offering low-fat and skim milk to the students. The two lowest areas were adequate time to eat school meals and having a clean, safe, pleasant cafeteria.
                              5. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
                              6. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
                              7. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school years. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
                              8. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
                              GoalMarion Intermediate School will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average BMI on routine annual lifestyle student screening and increasing collaboration between all segments of the school community in support of positive lifestyle changes
                              BenchmarkBy the end of the 2012 school year there will be a decrease of the average Body Mass Index for students by 1/2% as evaluated by the annual Body Mass Index Screening compared to the previous year.
                              Intervention: Marion Intermediate School will implement practices to provide opportunities for students to practice healthy behaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.
                              Scientific Based Research: Let's Get Physical - Promotion and Education Strategies by Dr. Hal Wechsler http://www.fns.usda.gov/oane/menu/NNEC/Files/2003/LetsGetPhysical.pdf Guidelines for School Health Programs to Promote Life Long Healthy Eating (June 14, 1996/vol.45/no.RR-9)Guidelines for School Health Programs to Promote Life Long Physical Activity (March 7, 1997/Vol.46/No.RR-6)
                              Actions Person Responsible Timeline Resources Source of Funds
                              Marion Intermediate School has a nurse (FTE-0.65 NSLA) on campus for consultations with students/faculty/parents regarding health issues and minor medical emergencies. The nurse also supervises students who take medication during the school day. Salary and benefits will be paid as necessary for the nurse.
                              Action Type: Equity
                              Action Type: Title I Schoolwide
                              Action Type: Wellness
                              		 Leslie Brick Start: 08/20/2011
                              End: 06/01/2012
                                NSLA (State-281) - Employee Benefits:$8550.00
                                NSLA (State-281) - Employee Salaries:$37100.00
                                ACTION BUDGET:$45650
                                Total Budget:$45650
                                Priority 6: The curriculum support will be provided to increase student achievement.
                                Supporting Data:
                                1. According to the 2010 AYP reports Marion Intermediate School has met standards this year with a status of SI_2. Overall Math Status is Alert and Overall Literacy Status is SI_M.
                                GoalMarion Intermediate School will provide all students with necessary resources to increase student achievement and success.
                                BenchmarkMarion Intermediate School students will show an increased proficiency in all academic and non- academic areas.
                                Intervention: Marion Intermediate School will encourage parental involvement.
                                Scientific Based Research: "What Research says about Parent Involvement in Children's Education", Decision Making Yardstick, Michigan Department of Education. 2003.
                                Actions Person Responsible Timeline Resources Source of Funds
                                Software will be purchased to implement the Edline program. Edline is an online grade reporting system, designed to provide parents with up to date, accurate information about their child's academic performance, assignments and other information. (J)
                                Action Type: Parental Engagement
                                Action Type: Professional Development
                                Action Type: Technology Inclusion
                                Action Type: Title I Schoolwide
                                		 Heather Sorrells Start: 09/01/2011
                                End: 06/30/2012
                                  NSLA (State-281) - Materials & Supplies:$500.00
                                  ACTION BUDGET:$500
                                  Total Budget:$500
                                  MARION JUNIOR HIGH SCHOOL -- $189762

                                  Program Application

                                  For: NSLA (State-281)

                                  Source of Funds: NSLA (State-281) -- $189762
                                  Priority 1: Marion Junior High School students will achieve Average Yearly Progress on the Literacy portion of the state Benchmark test.
                                  Supporting Data:
                                  1. According to 2011 AYP reports, Marion Junior High School did not meet standards for Literacy and is designated as being on Alert.
                                  2. The 2009 Literacy score for combined population was 83% Proficient and Advanced on the state Benchmark exam. The 2010 Literacy score for combined population was a slight decrease of 1% to 82% Proficient and Advanced. However, the 2011 Literacy score for combined population was 75% Proficient and Advanced, a decrease of 7%. In 2009, the Style and Content domains of the Writing portion were the lowest scoring areas of the state Benchmark exam. In both 2010 and 2011, the trend continued that the Content and Style domains were still the lowest scoring areas. In the Reading portion of the state Benchmark exam, the Literary passage score was the lowest scoring area in 2009. In 2010, Literary and Practical passages were equally the highest scoring areas. However, the previously higher scoring Content passage was the lowest scoring area in 2010. In 2011, the Literary passage score was the lowest scoring area with Content and Practical passages scoring above the state average. There is also a trend showing overrepresentation of African American students in the basic and below basic classifications. In 2011, 32% of African American students scored below proficient, a slight increase in basic and below basic classifications from the previous years of 29% in 2010 and 28% in 2009. However, the African American student population has also increased at Marion Junior High School due to consolidation with another school district whose student population was primarily African American.
                                  3. On the 2009 Reading Comprehension portion of the SAT 10 exam, 49.5% of the 9th grade scored at/above the 50th percentile, while 53.1% of the 8th grade scored at/above the 50th percentile. In 2010, 57.3% of the 9th grade scored at/above the 50th percentile, while 54.3% of the 8th grade scored at/above the 50th percentile. In 2011, 55.2% of the 9th grade scored at/above the 50th percentile while 52.5% of the 8th grade scored at/above the 50th percentile. There is a trend showing overrepresentation of African American students below the combined population average in Reading Comprehension. In 2009, 33.6% of the 8th grade African American students and 31.7% of the 9th grade African American students scored at/above the 50th percentile in Reading Comprehension, both below the combined population average percentile. By 2010, 36.0% of the 8th grade African American students and 33.8% of the 9th grade African American students scored at/above the 50th percentile in Reading Comprehension, again both below the combined population average percentile, but both increased from the previous year. In 2011, 36.9% of the 8th grade African American students and 36.7% of the 9th grade African American students scored at/above the 50th percentile in Reading Comprehension, yet again both below the combined population average, but also both increased from the previous year. There is still a disparity between scores of African American students and the combined population in both the 8th and 9th grades. However, the African American student population has also increased at Marion Junior High School due to consolidation with another school district whose student population was primarily African American.
                                  4. The Learning Institute interim assessment results support some criterion referenced scores. Reading skills involving critical analysis are consistently the lowest scoring areas of these assessments. 2009 Literacy averages were 66% for 8th grade and 53% for 9th grade. 2010 Literacy averages were 60% for 8th grade and 53% for 9th grade. 2011 Literacy averages were 54% for 8th grade and 54% for 9th grade. A trend in the 2010-2011 school year was a decline in Inference questions along with Author's Purpose.
                                  5. A review of attendance for Marion Junior High School showed an attendance rate for 2009 at 94.1%. However, the 2010 attendance rate dropped to a rate of 93.4%. Nonetheless, Marion Junior High School met the attendance goal of 91.13%. 2011 attendance rate showed a slight increase from the previous year to 93.7%, which also met the same attendance goal.
                                  6. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant, they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy, the district wants to increase parental involvement and awareness of student absences at school.
                                  7. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
                                  8. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
                                  9. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school years. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
                                  GoalMarion Junior High School students will improve their critical analysis in open response, multiple choice answers, and writing across the curriculum by improving reading comprehension, vocabulary knowledge, and writing skills.
                                  BenchmarkStudents will meet or exceed the Literacy AYP of 83.80 for 8th grade and 83.88 for 9th grade for the 2011-2012 school year.
                                  Intervention: Implement a standards-based curriculum in all classrooms.
                                  Scientific Based Research: Karten, Toby. (2007). More Inclusion Strategies that Work! Aligning Student Strengths with Standards. Thousand Oaks, CA: Corwin Press.
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  Teachers will have students submit essays to the website Turnitin.com in order to promote authentic writing, focusing on vocabulary, style, structure, and originality in content area classes.
                                  Action Type: Alignment
                                  Action Type: Program Evaluation
                                  Action Type: Technology Inclusion
                                  		 Principal Start: 07/01/2011
                                  End: 06/30/2012
                                  • Computers
                                  • Teachers
                                  NSLA (State-281) - Materials & Supplies:$9500.00
                                  ACTION BUDGET:$9500
                                  Total Budget:$9500
                                  Intervention: Marion Junior High will encourage parental involvement.
                                  Scientific Based Research: What Research Says On Parental Involvement in Children's Education: Epstein's Framework, U.S. Department of Education, 2006.
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  Software will be purchased and updated to implement the Edline program. Edline is an online grade reporting system designed to provide parents with up-to-date, accurate information about their child's academic performance, assignments, and other information.
                                  Action Type: Parental Engagement
                                  Action Type: Technology Inclusion
                                  		 Principal Start: 07/01/2011
                                  End: 06/30/2012
                                  • Administrative Staff
                                  • Computers
                                  • District Staff
                                  NSLA (State-281) - Materials & Supplies:$500.00
                                  ACTION BUDGET:$500
                                  Total Budget:$500
                                  Priority 2: Marion Junior High School students will achieve Average Yearly Progress on the Math portion of the state Benchmark exam.
                                  Supporting Data:
                                  1. According to 2011 AYP reports, Marion Junior High School did not meet standards for Math and is designated as being in School Improvement, Year 1.
                                  2. In 2009, the Math score for combined population on the state Benchmark exam was 67% Proficient and Advanced. In 2010, the Math score for combined population increased by 1% to 68% Proficient and Advanced. By 2011, the Math score for combined population decreased to 53% Proficient and Advanced. In 2009, Geometry was the lowest scoring area on the Open Response portion of the state Benchmark exam. In both 2010 and 2011, Measurement was the lowest scoring area on the Open Response portion, concluding that emphasis should be placed on the vocabulary of measurement units and on proper labeling of units. In 2009, Geometry was the lowest scoring area on the Multiple Choice portion of the state Benchmark exam. In 2010, Geometry and Data Analysis & Probability were the lowest scoring areas on the Multiple Choice portion. In 2011, Algebra and Measurement were the lowest scoring areas on the Multiple Choice portion. There is also a trend showing overrepresentation of African American students in the basic and below basic classifications. In 2009, 50% of African American students scored below proficient. By 2010, 48% of African American students scored below proficient, a slight decrease of 2% from the previous year. However, in 2011, 63% of African American students scored below proficient. Trends show a disparity between scores of African American students and combined population. However, the African American student population has also increased at Marion Junior High School due to consolidation with another school district whose student population was primarily African American.
                                  3. In 2009, 74% of the 8th grade students scored at/above the 50th percentile and 71% of the 9th grade students scored at/above the 50th percentile on the Math Problem Solving portion of the SAT10 exam. In 2010, 72% of the 8th grade students scored at/above the 50th percentile and 74% of the 9th grade students scored at/above the 50th percentile. The 2011 SAT10 scores provided new data, as this was the first year for these particular data categories. Marion Junior High School will use this first-year data as the baseline for future data comparisions. In 2011, 45.3% of the 8th grade students scored at/above the 50th percentile on Math Total Without Computation and 62.5%, 49.8%, and 62.2% of the 9th grade students scored at/above the 50th percentile on Math Total Without Computation, Math Computation, and Math Total With Computation respectively. There is a trend showing overrepresentation of African American students below the combined population average scoring at/above the 50th percentile in Math on the SAT10 exam. In 2009, 60.3% of the 8th grade African American students and 68.3% of the 9th grade African American students scored at/above the 50th percentile in Math Problem Solving, both below the combined population average percent scoring at/above the 50th percentile. By 2010, 65.6% of the 8th grade African American students and 69.1% of the 9th grade African American students scored at/above the 50th percentile in Math Problem Solving, again both below the combined population average percent scoring at/above the 50th percentile. In 2011, only 33.1% of the 8th grade African American students scored at/above the 50th percentile in Math Total Without Computation and only 46.1%, 43%, and 46.9% of the 9th grade African American students scored at/above the 50th percentile in Math Total Without Computation, Math Computation, and Math Total With Computation respectively. Again, all were below the combined population average percent scoring at/above the 50th percentile. There is still a disparity between scores of African American students and the combined population in both the 8th and 9th grades. However, the African American student population has also increased at Marion Junior High School due to consolidation with another school district whose student population was primarily African American.
                                  4. With The Learning Institute interim assessments, students continued the trend seen on criterion-referenced tests. A year three trend shows the lowest scoring areas on 8th grade Math interim assessments were Measurement in 2008-2009 and Geometry in both 2009-2010 and 2010-2011. Scores on the 2008-2009, 2009-2010, and 2009-2010 interim assessments correctly indicated that the lowest areas on the Math portion of the state Benchmark exam would be in Measurement and Geometry.
                                  5. A review of attendance for Marion Junior High School showed an attendance rate for 2009 at 94.1%. However, the 2010 attendance rate dropped to a rate of 93.4%. Nonetheless, Marion Junior High School met the attendance goal of 91.13%. The 2011 attendance rate showed a slight increase from the previous year to 93.7%, which also met the same attendance goal.
                                  GoalMarion Junior High School students will improve their abilities to communicate an understanding of Mathematics by solving problems and formatting solutions within the context of open response questions and with emphasis on problems involving Algebraic Functions and Geometry.
                                  BenchmarkStudents will meet or exceed the Math AYP of 83.80 for 8th grade and 82.30 for 9th grade for the 2011-2012 school year.
                                  Intervention: Marion Junior High School will maintain a tutorial program.
                                  Scientific Based Research: Tomlinson, Carol. (2006). Integrating Differentiated Instruction & Understanding by Design: Connecting Content and Kids. Alexandria, VA: Association of Supervision Curriculum and Development.
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  The district will maintain two focus teachers (FTE 2.0) to implement a Math tutorial program for students selected based on state Benchmark and norm-referenced exam scores.
                                  Action Type: Alignment
                                  Action Type: Collaboration
                                  		 Principal Start: 07/01/2011
                                  End: 06/30/2012
                                  • Performance Assessments
                                  • Teachers
                                  NSLA (State-281) - Purchased Services:$1500.00
                                  NSLA (State-281) - Employee Benefits:$25529.00
                                  NSLA (State-281) - Employee Salaries:$97130.00
                                  ACTION BUDGET:$124159
                                  Teachers will work to design an in-school tutorial program to accommodate frameworks and weaknesses expounded in AIPs. Appropriate materials and supplies will be purchased to support this program.
                                  Action Type: AIP/IRI
                                  Action Type: Alignment
                                  		 Math Teachers Start: 07/01/2011
                                  End: 06/30/2012
                                  • Performance Assessments
                                  • Teachers
                                  NSLA (State-281) - Employee Benefits:$2355.00
                                  NSLA (State-281) - Employee Salaries:$10000.00
                                  ACTION BUDGET:$12355
                                  Marion Junior High School will provide students a math tutorial during study hall period. Salary and benefits will be paid for a classified staff (FTE 1.0) to provide tutorial assistance.
                                  Action Type: Alignment
                                  		 Principal Start: 07/01/2011
                                  End: 06/30/2012
                                  • Administrative Staff
                                  NSLA (State-281) - Purchased Services:$1000.00
                                  NSLA (State-281) - Employee Benefits:$5282.00
                                  NSLA (State-281) - Employee Salaries:$14966.00
                                  ACTION BUDGET:$21248
                                  Total Budget:$157762
                                  Intervention: Teachers will continue a mastery learning approach designed to accommodate the specific needs of individual students within the classroom requiring students of various levels of ability, skill, and motivation to succeed.
                                  Scientific Based Research: Holt, Larry C. & Kysilka, Marcella L. (2006). Instructional Patterns: Strategies for Maximizing Student Learning. Thousand Oaks, CA: SAGE Publications.
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  Marion Junior High School Math teachers will provide a summer program for students unable to master Math skills during the school year. 6 teachers will be hired and paid at an hourly rate based on their contracted salary for 4 hours per day for 15 days. Appropriate materials and supplies will be purchased to support this program.
                                  Action Type: Alignment
                                  Action Type: Collaboration
                                  Action Type: Equity
                                  		 Principal, Department Chairs Start: 07/01/2011
                                  End: 06/30/2012
                                  • Administrative Staff
                                  • Performance Assessments
                                  • Teachers
                                  NSLA (State-281) - Materials & Supplies:$2250.00
                                  NSLA (State-281) - Employee Benefits:$3750.00
                                  NSLA (State-281) - Employee Salaries:$16000.00
                                  ACTION BUDGET:$22000
                                  Total Budget:$22000
                                  MARION MIDDLE SCHOOL -- $243177

                                  Program Application

                                  For: NSLA (State-281)

                                  Source of Funds: NSLA (State-281) -- $243177
                                  Priority 1: The students will increase their writing competencies and reading comprehension.
                                  Supporting Data:
                                  1. Overall School AYP Information Whole School Intensive Improvement (WSII-5-R) HC Met Standards for Math:No Math Status SI_5 Met Standards for Literacy:No Literacy St. SI_6 Met Standards for Attendance: Yes Status MS
                                  2. Grade 6 Literacy: Prof./Adv. % are as follows for 2009 Benchmark: Combined pop. 62, African Americans 47, Low SES 46, Students w/Disabilities 23 2010 Benchmark: Combined pop. 70, African Americans 57, Low SES 58, Students w/Disabilities 26 2011 Benchmark: Combined pop. 76, African Americans 61, Low SES 66, Students w/Disabilities 25 Grade 7 Literacy: Prof./Adv. % are as follows for the 2009 Benchmark: Combined pop. 67, African Americans 50, Low SES 53, Students w/Disabilities 6 2010 Benchmark: Combined pop. 67, African Americans 56, Low SES 53, Students w/Disabilities 17 2011 Benchmark: Combined pop. 69, African Americans 60, Low SES 59, Students w/Disabilities 25
                                  3. Needs Assessment: The 2009 Benchmark data for our 6th graders shows our weakest areas as follows: Combined--Reading Content multiple choice and open response. African Americans--Reading Content and Practical muliple choice and Content open responses;Writing: Content and Style. Students with Disabilities--Reading: Practical muliple choice and Content open responses. Writing: Content and Style Economically Disadvantaged--Reading: Content and Practical mulitple choice and open responses; Writing: Content and Style. The 2009 Benchmark data for our 7th graders shows our weakest areas as follows: Combined: Reading--Content multiple choice and Practical open response; Writing: Content and Style African Americans--Reading Practical muliple choice and open responses; Writing: Content and Style. Students with Disabilities--Reading: Practical muliple choice and Literary open responses. Writing: Content and Style Economically Disadvantaged--Reading: Content and Practical mulitple choice and open responses; Writing: Content and Style. The 2010 Benchmark data for our 6th graders shows our weakest areas as follows: African Americans--Reading Content and Practical muliple choice and open responses;Writing: Content and Style. Students with Disabilities--Reading: Content and Practical muliple choice and open responses. Writing: Content and Style Economically Disadvantaged--Reading: Content and Practical mulitple choice and open responses; Writing: Content and Style. The 2010 Benchmark data for our 7th graders shows our weakest areas as follows: African Americans--Reading Literary and Practical muliple choice and open responses; Writing: Content and Style. Students with Disabilities--Reading: Content and Literary muliple choice and open responses. Writing: Content and Style Economically Disadvantaged--Reading: Literary and Practical mulitple choice and open responses; Writing: Content and Style. Although Content and Style continue to be our weakest areas in writing, all strands of writing are concerns for every population group in both grades. The 2011 Benchmark data for our 6th graders shows our weakest areas as follows: Combined pop.--Reading: Literary multiple choice and Content open responses; Writing:Content and Style. African Americans--Reading Literary muliple choice and Content open responses; Writing: Content and Style. Students with Disabilities--Reading: Practical muliple choice and Content open responses. Writing: Content and Style Economically Disadvantaged--Reading:Literary mulitple choice and Content open responses; Writing: Content and Style. The 2011 Benchmark data for our 7th graders shows our weakest areas as follows: All population groups share the following as their greatest area of need: Reading--Literary multiple choice and open response. Writing--Content and Style MMS Students did have over a 10% increase in both Content and Style from 2010 to 2011.
                                  4. MMS is a member of The Hot Springs Learning Institute. Our students took 4 module tests in Reading and 4 in Writing. For the 2008-2009 school year: Our combined population average scores are as follows:6th grade--68%; 7th grade--61%. Our African American population averaged 62% in the 6th grade and 57% in the 7th grade. Our 6th grade students with disabilities averaged 49%;in the 7th grade, students with disabilities averaged 42%. For the 2009-2010 school year: Our combined population average scores are as follows:6th grade--66%; 7th grade--61%. Our African American population averaged 62% in the 6th grade and 56% in the 7th grade. Our 6th grade students with disabilities averaged 46%; in the 7th grade, students with disabilities averaged 46%. For the 2010-2011 school year: Our combined population average scores are as follows:6th grade--73%; 7th grade--48%. Our African American population averaged 65% in the 6th grade and 54% in the 7th grade. Our 6th grade students with disabilities averaged 47%; in the 7th grade, students with disabilities averaged 48%.
                                  5. For the 2008-2009 SAT-10 part of the Augmented Benchmark: The norm reference test data is as follows for the sub-test of Reading Comprehension--6th grade: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--627.5, Percentile Rank--14; Combined Population: Scale Score--662.3, Percentile Rank--42 the sub-test of Comprehensive Language: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--606.6, Percentile Rank--19; Combined Population: Scale Score--631.9, Percentile Rank--41 the sub-test of Reading Comprehension 7th grade: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--627.4, Percentile Rank--8; Combined Population: Scale Score--679.4, Percentile Rank--52 the sub-test of Comprehensive Language: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--606.4, Percentile Rank--11; Combined Population: Scale Score--649.2, Percentile Rank--50 For the 2009-2010 SAT-10 part of the Augmented Benchmark: The norm reference test data is as follows for the sub-test of Reading Comprehension--6th grade: African-American students: Scale Score--652.8, Percentile Rank--33 Students with Disabilities: Scale Score--640.2, Percentile Rank--22; Combined Population: Scale Score--665.2, Percentile Rank--45 Low SES students: Scale Score--655.4, Percentile Rank--35 the sub-test of Comprehensive Language: African-American Students: Scale Score--624.2, Percentile Rank--34 Students with Disabilities: Scale Score--607.5, Percentile Rank--20; Combined Population: Scale Score--636.9, Percentile Rank--46 Low SES students: Scale Score--627.3, Percentile Rank--37 the sub-test of Reading Comprehension 7th grade: African-American Students: Scale Score--668.3, Percentile Rank--41 Students with Disabilities: Scale Score--640.8, Percentile Rank--16; Combined Population: Scale Score--678.9, Percentile Rank--52 Low SES students: Scale Score--667.2, Percentile Rank--39 the sub-test of Comprehensive Language: African-Americans: Scale Score--637.5, Percentile Rank--36 Students with Disabilities: Scale Score--624.8, Percentile Rank--23; Combined Population: Scale Score--645.8 Percentile Rank--45 Low SES students: Scale Score--637.7, Percentile Rank--36 Our Norm referenced test section changed from SAT-10 to ITBS in Spring 2011. These results will serve as our baseline. For the 2010-2011 ITBS part of the Augmented Benchmark: The norm reference test data is as follows for the sub-test of Reading--6th grade: Combined: Mean Standard Score--225, NPR--48 African-American students: Mean Standard Score--211, NPR--32 Students with Disabilities: Mean Standard Score--198, NPR--20; Low SES students:Mean Standard Score Score--213, NPR--35 the sub-test of Language: Combined Population: Mean Standard Score--233, NPR--55 African-American Students: Mean Standard Score--221, NPR--44 Students with Disabilities:Mean Standard Score--197, NPR--21; Low SES students: Mean Standard Score--221, NPR--44 7th Grade the sub-test of Reading: Combined Population: Mean Standard Score--239, NPR--51 African-American Students: Mean Standard Score--228, NPR--39 Students with Disabilities: Mean Standard Score--214, NPR--25; Low SES students: Mean Standard Score--231, NPR--42 the sub-test of Language: Combined Population: Mean Standard Score--238 NPR--48 African-Americans: Mean Standard Score--231, NPR--42 Students with Disabilities: Mean Standard Score--210, NPR--25; Low SES students: Mean Standard Score--230, NPR--42
                                  6. Non-academic data: Average Daily attendance for MMS 2009--ADM 605 students with av. of 94.5% attending 2010--ADM 605 students with average of 91.13% attending 2011--ADM 643 with average of 91.13% attending
                                  7. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
                                  8. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school years. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
                                  9. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
                                  10. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
                                  GoalWe will increase the number of all students demonstrating proficiency or better to meet the AYP of 83.8% on the 2011-2012 Augmented Benchmark. Our 6th grade group emphasis of learning/remediation will be: African Americans--Literary Multiple Choice and Content Open Responses Economically Disadvantaged--Literary Multiple Choice and Content Open Responses Students with Disabilities--Practical Multiple and Content Open Responses Our 7th grade group emphasis of learning/remediation will be Literary multiple choice and open response for all population groups. All groups in both grades will receive extra help in Content and Style strands of writing.
                                  BenchmarkWe will increase the number of all students demonstrating proficiency or better to meet the AYP of 83.8% on the 2011-2012 Augmented Benchmark. On our lastest Benchmark, our combined population scored 72.4% (We will strive to increase our combined population's score by 11.4%); our African American population scored 60.2% (We anticipate an increase of 23.6% for our African American population); our students with disabilites scored 25%(an increase of 58.8% is needed to meet AYP). Our students who are labeled Economically Disadvantaged scored 61.2% (We anticipate an increase of 22.6% for our Econ. Disadvantaged students.)
                                  Intervention: Implement targeted research-based practices that address the specific needs of the subpopulations identified for math and literacy.
                                  Scientific Based Research: Marzano, Robert J. (2004) Classroom Instruction That Works: Research Based Strategies to Increase Student Achievement
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  Students will take pre and post tests using Graded Word List (GWL) to determine advancement in their reading skills and to evaluate the effectiveness of the AR program. Appropriate fees, materials and supplies will be purchased for the Accelerated Reading program. 2011-2012 is the first year we will use this.
                                  Action Type: Program Evaluation
                                  Action Type: Technology Inclusion
                                  		 Literacy teachers Start: 08/19/2011
                                  End: 06/01/2012
                                  • Computers
                                  • Teachers
                                  NSLA (State-281) - Materials & Supplies:$9500.00
                                  ACTION BUDGET:$9500
                                  Total Budget:$9500
                                  Intervention: MMS will provide an alternative learning environment for students who need small group or individualized instruction to become successful in school.
                                  Scientific Based Research: Diller, Debbie. (2007) MAKING THE MOST OF SMALL GROUPS: DIFFERENTIATION FOR ALL. Markham, Ontario: Pembroke Publishers Limited
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  After school tutoring will be offered to students who need remediation. Teachers and support staff will be hired and paid at an hourly rate based on their contracted salary. The after school tutoring program will occur for one hour, four days a week for 6 weeks during designated school sessions (2 annually) equaling approximately 48 hours of instruction. Estimated number of teachers is 6. Appropriate materials and supplies will be purchased to support this program.
                                  Action Type: AIP/IRI
                                  Action Type: Equity
                                  		 Carissa Lacy, Principal Start: 10/01/2011
                                  End: 03/01/2012
                                  • Administrative Staff
                                  • Computers
                                  • Teachers
                                  • Teaching Aids
                                  NSLA (State-281) - Materials & Supplies:$2500.00
                                  NSLA (State-281) - Employee Benefits:$4950.00
                                  NSLA (State-281) - Employee Salaries:$20000.00
                                  ACTION BUDGET:$27450
                                  Hire certified teacher, FTE 1.0, to work with students during school hours to provide supplemental instruction in areas of academic weakness
                                  Action Type: Equity
                                  		 Carissa Lacy, Principal Start: 07/01/2011
                                  End: 06/30/2012
                                  • Teachers
                                  NSLA (State-281) - Purchased Services:$625.00
                                  NSLA (State-281) - Employee Benefits:$14682.00
                                  NSLA (State-281) - Employee Salaries:$58309.00
                                  ACTION BUDGET:$73616
                                  Total Budget:$101066
                                  Intervention: Marion Middle School will use a wireless computer lab to assist in increasing student acheivement with regard to classroom learning activities, technology usage and writing acheivement.
                                  Scientific Based Research: Williams, Bard. (2004)WE'RE GETTING WIRED, WE'RE GOING MOBILE, WHAT'S NEXT? Eugene, OR: International Society for Technology in Education. Lowther, Deborah L. University of Memphis, regarding the evaluation of laptop programs
                                  Actions Person Responsible Timeline Resources Source of Funds
                                  MMS employs a Curriculum Technologist (FTE 1.0)to oversee the technology used in the classrooms, to teach the students how to get the most out of the program and to teach the teachers how to use the technology available to teach their students the standards.
                                  Action Type: Technology Inclusion
                                  		 Carissa Lacy, Principal Start: 08/16/2011
                                  End: 05/30/2012
                                    NSLA (State-281) - Purchased Services:$625.00
                                    NSLA (State-281) - Employee Benefits:$14682.00
                                    NSLA (State-281) - Employee Salaries:$56430.00
                                    ACTION BUDGET:$71737
                                    Total Budget:$71737
                                    Priority 2: The students’ abilities to correctly answer open-response items will be developed and enhanced as they increase their knowledge and learn to apply that knowledge in every strand of math.
                                    Supporting Data:
                                    1. Overall School AYP Information Whole School Intensive Improvement (WSII-5-R) HC Met Standards for Math:No Math Status SI_5 Met Standards for Literacy:No Literacy St. SI_6 Met Standards for Attendance: Yes Status MS
                                    2. Grade 6 Math: Prof./Adv. % are as follows for 2009 Benchmark: Combined pop. 79, African Americans 71, Low SES 71, Students w/Disabilities 38 2010 Benchmark: Combined pop. 72, African Americans 59, Low SES 62, Students w/Disabilities 42 2011 Benchmark: Combined pop. 84, African Americans 76, Low SES 78, Students w/Disabilities 30 Grade 7 Math: Prof./Adv. % are as follows for the 2009 Benchmark: Combined pop. 71, African Americans 62, Low SES 61, Students w/Disabilities 21 2010 Benchmark: Combined pop. 71, African Americans 59, Low SES 60, Students w/Disabilities 24 2011 Benchmark: Combined pop. 75, African Americans 62, Low SES 66, Students w/Disabilities 35
                                    3. The 2008-2009 Benchmark data shows 6th grade weakest areas are as follows: African Americans--Numbers and Operations multiple choice items and Measurement open response items; Students with Disabilities--DAP multiple choice and Measurement open responses. Economically Disadvantaged--Numbers and Operation mulitple choice and Measurement open response Combined population--Numbers and Operations mulitple choice and Measurement open response. The benchmark data shows our weakest areas in the 7th grade as follows: African Americans--Measurement multiple choice and Numbers and Operations open response; Students with Disabilities--Measurement multiple choice and Numbers and Operations open response. Economically Disadvantaged--Measurement multiple choice and Numbers and Operations open response. Combined population--Measurement multiple choice and Numbers and Operations open response. The 2009-2010 Benchmark data shows 6th grade weakest areas are as follows: African Americans--Numbers and Operations multiple choice items and Measurement open response items; Students with Disabilities--DAP multiple choice and Measurement open responses. Economically Disadvantaged--Numbers and Operation mulitple choice and Measurement open response Combined population--Numbers and Operations mulitple choice and Measurement open response. The benchmark data shows our weakest areas in the 7th grade as follows: African Americans--Measurement multiple choice and Geometry open response; Students with Disabilities--Numbers and Operations multiple choice and DAP open response. Economically Disadvantaged--Measurement multiple choice and Geometry open response. Combined population--Measurement multiple choice and Geometry open response. The 2010-2011 Benchmark data shows 6th grade weakest areas are as follows: African Americans--Measurement multiple choice items and open response items; Students with Disabilities--Measurement and Geometry multiple choice and Measurement open response. Economically Disadvantaged--Measurement mulitple choice and open response Combined population--Measurement mulitple choice and open response The benchmark data shows our weakest areas in the 7th grade as follows: African Americans--Measurement mulitple choice and open response Students with Disabilities--Measurement multiple choice and DAP open response. Economically Disadvantaged--Measurement mulitple choice and open response Combined population--Measurement mulitple choice and open response.
                                    4. MMS is a member of Hot Springs' Learning Institute. Our students took 8 module tests in math. In 2008-2009, MMS's average scores for the combined population in the math modules are as follows: 6th grade--59%; 7th grade--44%. Our African American 6th grade average was 51%; Our 7th grade African Americans averaged 42%. Our 6th grade students with disabilities averaged 44%; our 7th grade students with disabilities averaged 35%. In 2009-2010, MMS's average scores for the combined population in the math modules are as follows: 6th grade--63%; 7th grade--48%. Our African American 6th grade average was 58%; Our 7th grade African Americans averaged 46%. Our 6th grade students with disabilities averaged 52%; our 7th grade students with disabilities averaged 44%. In 2010-2011, MMS's average scores for the combined population in the math modules are as follows: 6th grade--68%; 7th grade--61%. Our African American 6th grade average was 62%; Our 7th grade African Americans averaged 56%. Our 6th grade students with disabilities averaged 52%; our 7th grade students with disabilities averaged 55%.
                                    5. The norm reference test data for 2008-2009 is as follows for the sub-test of Mathematics Problem Solving: (No breakdown of ethnicity was provided.) Students with Disabilities,6th grade: Scale Score--661.0, Percentile Rank--50; Students with Disabilities,7th grade: Scale Score--680.0, Percentile Rank--57; Combined Population, 6th grade: Scale Score--677.7, Percentile Rank--63 Combined Population, 7th grade: Scale Score--689.7, Percentile Rank--62 We did not have data on our group of economically disadvantaged for this test. The norm reference test data for 2009-2010 is as follows for the sub-test of Mathematics Problem Solving: Students with Disabilities,6th grade: Scale Score--642.8, Percentile Rank--31; Students with Disabilities,7th grade: Scale Score--646.9, Percentile Rank--22; Combined Population, 6th grade: Scale Score--674.1, Percentile Rank--60 Combined Population, 7th grade: Scale Score--682.2, Percentile Rank--55 African Americans, 6th grade: Scale Score--665.4, Percentile Rank--52 African Americans, 7th grade: Scale Score--668.4, Percentile Rank--42 Economically Disadvantaged, 6th grade: Scale Score--663.2, Percentile Rank--50 Economically Disadvantaged, 7th grade: Scale Score--667.7, Percentile Rank--41 The Spring 2011 Augmented Benchmark Norm Reference Test changed from SAT-10 to ITBS. These results will serve as our baseline. Those scores are: 6th grade Combined pop: Mean Standard Score 235, NPR 58; Economically Disadvantaged: Mean Standard Score 225, NPR 48; Students with Disabilities: Mean Standard Score 211, NPR 32. 7th grade Combined pop: Mean Standard Score 245, NPR 56; Economically Disadvantaged: Mean Standard Score 238, NPR 49; Students with Disabilities: Mean Standard Score 224, NPR 35.
                                    GoalWe will increase the number of all students demonstrating proficiency or better to meet the AYP of 82.28% on the 2011-2012 Augmented Benchmark. Our group emphasis of learning/remediation will be: 6th grade: Students with Disabilities--Measurement and Geometry m/c and Measurement open response. African Americans--Measurement m/c and open responses Economically Disadvantaged--Measurement m/c and open responses 7th grade: Students with Disabilities--Measurement m/c and DAP open response. African Americans--Measurement m/c and open responses Economically Disadvantaged--Measurement m/c and open responses
                                    BenchmarkWe will increase the number of all students demonstrating proficiency or better to meet the AYP of 82.8% on the 2011-2012 Augmented Benchmark. On our lastest Benchmark, our combined population scored 78.9% (We will strive to increase our combined population's score by 3.9%); our African American population scored 67.9% (We anticipate an increase of 14.9% for our African American population); our students with disabilites scored 31.7%(an increase of 51.1% is needed to meet AYP). Our students who are labeled Economically Disadvantaged scored 70.4% (We anticipate an increase of 12.4% for our Econ. Disadvantaged students.)
                                    Intervention: Marion Middle School will participate in the Learning Institute Consortium.
                                    Scientific Based Research: Marzano, R., et al. (2004). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA, Association for Supervision and Curriculum Development.
                                    Actions Person Responsible Timeline Resources Source of Funds
                                    Marion Middle School employs a Math Facilitator(FTE 1.0) to help the Math teachers/students. This Facilitator will guide teachers in finding postitive ways to facilitate math classes/concepts after analyzing the data from our Interim Assessments and Benchmark Exams. Salary and benefits will be paid for the Math Focus Teacher.
                                    Action Type: AIP/IRI
                                    		 Toni Pugh, Math Facilitator Start: 08/21/2011
                                    End: 06/01/2012
                                    • Performance Assessments
                                    • Teachers
                                    NSLA (State-281) - Employee Benefits:$12602.00
                                    NSLA (State-281) - Employee Salaries:$47772.00
                                    ACTION BUDGET:$60374
                                    Total Budget:$60374
                                    Priority 8: Overall School AYP Information Whole School Intensive Improvement (WSII-5-R) HC Met Standards for Math:No Math Status SI_5 Met Standards for Literacy:No Literacy St. SI_6 Met Standards for Attendance: Yes Status MS
                                    Supporting Data:
                                    1. Grade 6 Literacy: Prof./Adv. % are as follows for 2009 Benchmark: Combined pop. 62, African Americans 47, Low SES 46, Students w/Disabilities 23 2010 Benchmark: Combined pop. 70, African Americans 57, Low SES 58, Students w/Disabilities 26 2011 Benchmark: Combined pop. 76, African Americans 61, Low SES 66, Students w/Disabilities 25 Grade 7 Literacy: Prof./Adv. % are as follows for the 2009 Benchmark: Combined pop. 67, African Americans 50, Low SES 53, Students w/Disabilities 6 2010 Benchmark: Combined pop. 67, African Americans 56, Low SES 53, Students w/Disabilities 17 2011 Benchmark: Combined pop. 69, African Americans 60, Low SES 59, Students w/Disabilities 25 Grade 6 Math: Prof./Adv. % are as follows for 2009 Benchmark: Combined pop. 79, African Americans 71, Low SES 71, Students w/Disabilities 38 2010 Benchmark: Combined pop. 72, African Americans 59, Low SES 62, Students w/Disabilities 42 2011 Benchmark: Combined pop. 84, African Americans 76, Low SES 78, Students w/Disabilities 30 Grade 7 Math: Prof./Adv. % are as follows for the 2009 Benchmark: Combined pop. 71, African Americans 62, Low SES 61, Students w/Disabilities 21 2010 Benchmark: Combined pop. 71, African Americans 59, Low SES 60, Students w/Disabilities 24 2011 Benchmark: Combined pop. 75, African Americans 62, Low SES 66, Students w/Disabilities 35
                                    2. The 2008-2009 Benchmark data shows 6th grade weakest areas are as follows: African Americans--Numbers and Operations multiple choice items and Measurement open response items; Students with Disabilities--DAP multiple choice and Measurement open responses. Economically Disadvantaged--Numbers and Operation mulitple choice and Measurement open response Combined population--Numbers and Operations mulitple choice and Measurement open response. The benchmark data shows our weakest areas in the 7th grade as follows: African Americans--Measurement multiple choice and Numbers and Operations open response; Students with Disabilities--Measurement multiple choice and Numbers and Operations open response. Economically Disadvantaged--Measurement multiple choice and Numbers and Operations open response. Combined population--Measurement multiple choice and Numbers and Operations open response. The 2009-2010 Benchmark data shows 6th grade weakest areas are as follows: African Americans--Numbers and Operations multiple choice items and Measurement open response items; Students with Disabilities--DAP multiple choice and Measurement open responses. Economically Disadvantaged--Numbers and Operation mulitple choice and Measurement open response Combined population--Numbers and Operations mulitple choice and Measurement open response. The benchmark data shows our weakest areas in the 7th grade as follows: African Americans--Measurement multiple choice and Geometry open response; Students with Disabilities--Numbers and Operations multiple choice and DAP open response. Economically Disadvantaged--Measurement multiple choice and Geometry open response. Combined population--Measurement multiple choice and Geometry open response. The 2010-2011 Benchmark data shows 6th grade weakest areas are as follows: African Americans--Measurement multiple choice items and open response items; Students with Disabilities--Measurement and Geometry multiple choice and Measurement open response. Economically Disadvantaged--Measurement mulitple choice and open response Combined population--Measurement mulitple choice and open response The benchmark data shows our weakest areas in the 7th grade as follows: African Americans--Measurement mulitple choice and open response Students with Disabilities--Measurement multiple choice and DAP open response. Economically Disadvantaged--Measurement mulitple choice and open response Combined population--Measurement mulitple choice and open response. The 2009 Benchmark data for our 6th graders shows our weakest areas as follows: Combined--Reading Content multiple choice and open response. African Americans--Reading Content and Practical muliple choice and Content open responses;Writing: Content and Style. Students with Disabilities--Reading: Practical muliple choice and Content open responses. Writing: Content and Style Economically Disadvantaged--Reading: Content and Practical mulitple choice and open responses; Writing: Content and Style. The 2009 Benchmark data for our 7th graders shows our weakest areas as follows: Combined: Reading--Content multiple choice and Practical open response; Writing: Content and Style African Americans--Reading Practical muliple choice and open responses; Writing: Content and Style. Students with Disabilities--Reading: Practical muliple choice and Literary open responses. Writing: Content and Style Economically Disadvantaged--Reading: Content and Practical mulitple choice and open responses; Writing: Content and Style. The 2010 Benchmark data for our 6th graders shows our weakest areas as follows: African Americans--Reading Content and Practical muliple choice and open responses;Writing: Content and Style. Students with Disabilities--Reading: Content and Practical muliple choice and open responses. Writing: Content and Style Economically Disadvantaged--Reading: Content and Practical mulitple choice and open responses; Writing: Content and Style. The 2010 Benchmark data for our 7th graders shows our weakest areas as follows: African Americans--Reading Literary and Practical muliple choice and open responses; Writing: Content and Style. Students with Disabilities--Reading: Content and Literary muliple choice and open responses. Writing: Content and Style Economically Disadvantaged--Reading: Literary and Practical mulitple choice and open responses; Writing: Content and Style. Although Content and Style continue to be our weakest areas in writing, all strands of writing are concerns for every population group in both grades. The 2011 Benchmark data for our 6th graders shows our weakest areas as follows: Combined pop.--Reading: Literary multiple choice and Content open responses; Writing:Content and Style. African Americans--Reading Literary muliple choice and Content open responses; Writing: Content and Style. Students with Disabilities--Reading: Practical muliple choice and Content open responses. Writing: Content and Style Economically Disadvantaged--Reading:Literary mulitple choice and Content open responses; Writing: Content and Style. The 2011 Benchmark data for our 7th graders shows our weakest areas as follows: All population groups share the following as their greatest area of need: Reading--Literary multiple choice and open response. Writing--Content and Style MMS Students did have over a 10% in both Content and Style from 2010 to 2011.
                                    3. MMS is a member of Hot Springs' Learning Institute. Our students took 8 module tests in math. In 2008-2009, MMS's average scores for the combined population in the math modules are as follows: 6th grade--59%; 7th grade--44%. Our African American 6th grade average was 51%; Our 7th grade African Americans averaged 42%. Our 6th grade students with disabilities averaged 44%; our 7th grade students with disabilities averaged 35%. In 2009-2010, MMS's average scores for the combined population in the math modules are as follows: 6th grade--63%; 7th grade--48%. Our African American 6th grade average was 58%; Our 7th grade African Americans averaged 46%. Our 6th grade students with disabilities averaged 52%; our 7th grade students with disabilities averaged 44%. In 2010-2011, MMS's average scores for the combined population in the math modules are as follows: 6th grade--68%; 7th grade--61%. Our African American 6th grade average was 62%; Our 7th grade African Americans averaged 56%. Our 6th grade students with disabilities averaged 52%; our 7th grade students with disabilities averaged 55%. Literacy: For the 2008-2009 school year: Our combined population average scores are as follows:6th grade--68%; 7th grade--61%. Our African American population averaged 62% in the 6th grade and 57% in the 7th grade. Our 6th grade students with disabilities averaged 49%;in the 7th grade, students with disabilities averaged 42%. For the 2009-2010 school year: Our combined population average scores are as follows:6th grade--66%; 7th grade--61%. Our African American population averaged 62% in the 6th grade and 56% in the 7th grade. Our 6th grade students with disabilities averaged 46%; in the 7th grade, students with disabilities averaged 46%. For the 2010-2011 school year: Our combined population average scores are as follows:6th grade--73%; 7th grade--48%. Our African American population averaged 65% in the 6th grade and 54% in the 7th grade. Our 6th grade students with disabilities averaged 47%; in the 7th grade, students with disabilities averaged 48%.
                                    4. The Spring 2011 Augmented Benchmark Norm Reference Test changed from SAT-10 to ITBS. these results will serve as our baseline. Those scores are: 6th grade Combined pop: Mean Standard Score 235, NPR 58; Economically Disadvantaged: Mean Standard Score 225, NPR 48; Students with Disabilities: Mean Standard Score 211, NPR 32. 7th grade Combined pop: Mean Standard Score 245, NPR 56; Economically Disadvantaged: Mean Standard Score 238, NPR 49; Students with Disabilities: Mean Standard Score 224, NPR 35. For the 2008-2009 SAT-10 part of the Augmented Benchmark: The norm reference test data is as follows for the sub-test of Reading Comprehension--6th grade: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--627.5, Percentile Rank--14; Combined Population: Scale Score--662.3, Percentile Rank--42 the sub-test of Comprehensive Language: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--606.6, Percentile Rank--19; Combined Population: Scale Score--631.9, Percentile Rank--41 the sub-test of Reading Comprehension 7th grade: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--627.4, Percentile Rank--8; Combined Population: Scale Score--679.4, Percentile Rank--52 the sub-test of Comprehensive Language: (No breakdown of ethnicity was provided.) Students with Disabilities: Scale Score--606.4, Percentile Rank--11; Combined Population: Scale Score--649.2, Percentile Rank--50 For the 2009-2010 SAT-10 part of the Augmented Benchmark: The norm reference test data is as follows for the sub-test of Reading Comprehension--6th grade: African-American students: Scale Score--652.8, Percentile Rank--33 Students with Disabilities: Scale Score--640.2, Percentile Rank--22; Combined Population: Scale Score--665.2, Percentile Rank--45 Low SES students: Scale Score--655.4, Percentile Rank--35 the sub-test of Comprehensive Language: African-American Students: Scale Score--624.2, Percentile Rank--34 Students with Disabilities: Scale Score--607.5, Percentile Rank--20; Combined Population: Scale Score--636.9, Percentile Rank--46 Low SES students: Scale Score--627.3, Percentile Rank--37 the sub-test of Reading Comprehension 7th grade: African-American Students: Scale Score--668.3, Percentile Rank--41 Students with Disabilities: Scale Score--640.8, Percentile Rank--16; Combined Population: Scale Score--678.9, Percentile Rank--52 Low SES students: Scale Score--667.2, Percentile Rank--39 the sub-test of Comprehensive Language: African-Americans: Scale Score--637.5, Percentile Rank--36 Students with Disabilities: Scale Score--624.8, Percentile Rank--23; Combined Population: Scale Score--645.8 Percentile Rank--45 Low SES students: Scale Score--637.7, Percentile Rank--36 Our Norm referenced test section changed from SAT-10 to ITBS in Spring 2011. For the 2010-2011 ITBS part of the Augmented Benchmark: The norm reference test data is as follows for the sub-test of Reading--6th grade: Combined: Mean Standard Score--225, NPR--48 African-American students: Mean Standard Score--211, NPR--32 Students with Disabilities: Mean Standard Score--198, NPR--20; Low SES students:Mean Standard Score Score--213, NPR--35 the sub-test of Language: Combined Population: Mean Standard Score--233, NPR--55 African-American Students: Mean Standard Score--221, NPR--44 Students with Disabilities:Mean Standard Score--197, NPR--21; Low SES students: Mean Standard Score--221, NPR--44 7th Grade the sub-test of Reading: Combined Population: Mean Standard Score--239, NPR--51 African-American Students: Mean Standard Score--228, NPR--39 Students with Disabilities: Mean Standard Score--214, NPR--25; Low SES students: Mean Standard Score--231, NPR--42 the sub-test of Language: Combined Population: Mean Standard Score--238 NPR--48 African-Americans: Mean Standard Score--231, NPR--42 Students with Disabilities: Mean Standard Score--210, NPR--25; Low SES students: Mean Standard Score--230, NPR--42
                                    5. Non-academic data: Average Daily attendance for MMS 2009--ADM 605 students with av. of 94.5% attending 2010--ADM 605 students with average of 91.13% attending 2011--ADM 643 with average of 91.13% attending
                                    Goalto provide structures and support to increase involvement of parents
                                    BenchmarkWe will increase the number of all students demonstrating proficiency or better to meet the AYP of 83.8% on the Literacy part of the 2011-2012 Augmented Benchmark. We will increase the number of all students demonstrating proficiency or better to meet the AYP of 82.8% on the Math part of the 2011-2012 Augmented Benchmark.
                                    Intervention: Marion Middle School will actively encourage parental involvement.
                                    Scientific Based Research: Center for Effective Parenting, Arkansas State PIRC, (2008) HANDBOOK FOR ARKANSAS PARENT COORDINATORS/PARENT FACILITATORS. Little Rock, AR: Arkansas Department of Education Leadership Support Service
                                    Actions Person Responsible Timeline Resources Source of Funds
                                    1 i. In order to provide instruction to parents on how to incorporate developmentally appropriate learning activities in the home,parents will have continual access to updated MMS information through our website and through their child's Edline account which provides up-to-the-moment grades and assignments. Software will be purchased to implement the Edline program. For families with no internet access at home, MMS has given information on community establishments that offer internet use for free or a nominal fee. Also, paper announcements are sent home with each student regarding special functions and other information.
                                    Action Type: Parental Engagement
                                    		 Nancy Hardy, Parent Facilitator Start: 08/15/2011
                                    End: 05/30/2012
                                      NSLA (State-281) - Materials & Supplies:$500.00
                                      ACTION BUDGET:$500
                                      Total Budget:$500
                                      MARION SCHOOL DISTRICT -- $259008.97

                                      Program Application

                                      For: NSLA (State-281)

                                      Source of Funds: NSLA (State-281) -- $259008.97
                                      Priority 1: To provide administrative support for extended use of State and Federal Funds.
                                      Supporting Data:
                                      1. A review of the 2011 Arkansas Adequate Yearly Progress: District Improvement Report dated 08/17/2011 shows the Marion School's Overall District 2011 AYP Status is: “Meets Standards”. The K-5 Math Status is: "A" and K-5 Literacy Status is: "MS". The 6-8 Math Status is: "MS" and 6-8 Literacy Status is: "SI_2". The 9-12 Math Status is: "A" and the 9-12 Literacy Status is : "SI_1". The District met the Attendance Goal of 91.13 and the Graduation Goal of 85%. The review of the District data by Administrators indicates the District needs to continue to support both Math and Literacy curriculum and staff needs, but also target Literacy instruction beginning at the Middle School for intensive staff training and student support.
                                      2. A review of the building level AYP data indicates that Avondale Elementary School, Marion Elementary School and Marion Junior High met AYP. A review of the current AYP report shows that the Marion Intermediate overall Math Status is Alert and Overall Literacy Status is SI_M. The AYP report shows that Marion Middle school did not make AYP in Literacy and Math. The overall Marion High School Math Status is Achieving and Overall Literacy Status is SI_4. A review of the data by District Administrators indicate the need for the district to continue to focus on maintaining the AYP status of the achieving schools and providing resources and assistance in Literacy and Math to the schools not making AYP.
                                      3. A review of the 2011, 2010, and 2009 District Superintendent's Attendance by Grade for all four quarters indicated a 95% attendance rate for students in grades K-12. The district believes that when students are truant they miss valuable instructional time. The district wants to maintain or increase the attendance rate for all students. To decrease truancy the district wants to increase parental involvement and awareness of student absences at school.
                                      4. A review of the 2011 District Annual Discipline Report reveals there were 362 incidents of disorderly conduct for the 2010-2011 school year in grades K-12 compared to 267 incidents reported in 2010 and 220 in the 2009 report. The data indicates an increase in the reported incidents of disorderly conduct for our schools. Based on the current data trend, the district needs to provide opportunities for students to learn social skills that will enable the student to resolve conflicts in a positive and acceptable manner.
                                      5. A review of the 2011 District Annual Discipline Report reveals there were 961 incidents of insubordination for the 2010-2011 school year in grades K-12. A review of the 2010 District Annual Discipline Report reveals there were 663 incidents of insubordination for 2009-2010 and 798 incidents for the 2008-2009 school year in grades K-12. The data shows an increase in insubordination compared to the previous school year in the number of reported incidents in our schools. The district needs to continue to reduce the number of insubordination incidents. The district needs to provide opportunities for students to learn social skills that will enable the student to respect rules and authority in a positive and acceptable manner.
                                      6. A review of the 2011, 2010, and 2009 District Annual Discipline Reports revealed the following incidents during the school year in grades K-12: 2010-2011: 11 drug, 5 alcohol and 5 tobacco incidents; 2009-2010: 4 drug, 1 alcohol and 6 tobacco incidents; 2008-2009: 11 drug, 1 alcohol and 14 tobacco incidents. The current data indicates a increase in reported drug incidents, increase in reported alcohol incidents, and decrease in reported tobacco incidents during the 2010-2011 school year compared to the 2009-2010 school year. The district wants to continue the decrease the drug, tobacco and alcohol use among its students.
                                      7. Students in grades 6, 8, 10, 12 participated in the 2008, 2007, and 2006 Arkansas Prevention Needs Assessment (APNA) Student Survey. This survey is taken every 3 years. Students will be given the survey during the current school year (2011-2012) to keep with the district's three year survey cycle. Survey results will be updated when the latest results are available. 2009-2011 TARGETED AREAS OF CONCERN. For the 2009-2011 school years, the district targeted two areas of concern that are listed below. (1) ATOD (Alcohol, Tobacco and Other Drug) USE AND ANTISOCIAL BEHAVIOR. A review of the 2008 APNA survey shows that students in grades 6, 8, & 12 that “ever used” cigarettes was slightly above the state norm. Grade 10 was at the state norm. Alcohol use in grades 6 and 12 increased from the previous APNA survey while grade 8 was slightly lower and grade 10 showed about the same percent of alcohol use. Grades 8 & 10 were above the state norm in use of prescription drugs. In all other areas surveyed, students in grades 6, 8, 12 were close to, or below, the state norm in use. Grade 10 was slightly higher than the state norm in sedative and over-the-counter drug use. The district needs to target the use of cigarettes, drug use, and alcohol use by students and provide prevention instruction to address student use of these products. (2) RISK PROFILE. A review of the 2008 APNA survey indicates that students in grades 6, 8, 10, & 12 have a higher than state average “transitions and mobility”. Grades 6 & 10 increased in this area since the last survey. Grade 8 decreased slightly while grade 12 was about the same as the previous survey. Grade 6 was over 30% higher than the state norm in this survey. The survey indicates that students in grades 6, 8, 10 & 12 are above the state norm in the area of “Interaction with Antisocial Peers”. The district needs to address issues surrounding the mobility of students in the district and provide opportunities for students to interact in activities to strengthen peer interactions in a positive manner. Specific detailed APNA data for 2008-09 and 2007-08 Targeted areas of concern are on file at the District Administration Office.
                                      8. WMCS SAT 10 test data will be reviewed to include Math and Language scores. Students that score below 49 percentile in math or language will be targeted for Title I assistance. The 2010-2011 SAT 10 data will be used as a baseline for data comparision. This is the first year of WMCS participation in Title I for grades K-5 and the data comparisons will be made at the conclusion of the school year to determine student academic progress.
                                      9. WMCS teacher observations and Accelerated Reader test data will be used to determine student progress in reading skills. 2011-2012 will be the first year of data collection and used as a baseline for future data comparisions. The district is in continuing consultation with private school administrators to determine assessment data needs.
                                      10. Specific Academic needs supported by Achievement Data is reported in the school ACSIP plans for each priority including Literacy and Mathematics.
                                      GoalAdministrative support to improve academic achievement and school environment.
                                      BenchmarkIn the Spring of 2012 each campus giving the state mandated criterion-referenced tests will show at least a 10% reduction in the percent of students scoring less than proficient for the combined population and each identified sub-population compared to the previous year.
                                      Intervention: Sufficient administrative and curriculum support and services will be provided to the schools in the District to increase the achievement of all students.
                                      Scientific Based Research: "Transforming Schools: Creating a Culture of Continuous Improvement", Allison Zmuda, et. al.: ASCD, 2004.
                                      Actions Person Responsible Timeline Resources Source of Funds
                                      The District will provide professional development funds for district in-service, tuition, travel, materials and supplies, purchased services, and fees necessary to meet the state's challenging academic requirements for students and for staff to become highly qualified. Specific activities are described in the district and building level ACSIP plans. District administrators will assist principals to ensure that professional development activities are in line horizontally and vertically with the Arkansas Frameworks and state assessments. Staff training activities will include the gifted and talented program staff and for mentoring new staff. Specific staff training for the District's Title I program is listed in the Avondale Elementary, Marion Elementary and Marion Intermediate Schools ACSIP plan. All federally funded training will be supplemental to state requirements.
                                      Action Type: Professional Development
                                      Action Type: Title I Schoolwide
                                      		 Don Johnston Start: 07/01/2011
                                      End: 06/30/2012
                                      • Outside Consultants
                                      NSLA (State-281) - Purchased Services:$70000.00
                                      NSLA (State-281) - Materials & Supplies:$20391.97
                                      ACTION BUDGET:$90391.97
                                      The district will hire a Learning Institute Clerk (FTE 1.0) to facilitate the administration and scoring of "chunk" testing in literacy and mathematics in grades 2-12. Results from the "chunk" tests are used by staff to determine student academic weaknesses which are necessary to address to raise student achivement. Supplies, including duplicating paper, and purchased services, including equipment rental (copier), will be purchased.
                                      		Don Johnston Start: 07/01/2011
                                      End: 06/30/2012
                                        NSLA (State-281) - Purchased Services:$9350.00
                                        NSLA (State-281) - Materials & Supplies:$7500.00
                                        NSLA (State-281) - Employee Benefits:$5567.00
                                        NSLA (State-281) - Employee Salaries:$16200.00
                                        ACTION BUDGET:$38617
                                        In collaboration with the Marion Police Department, two Marion Police Officers have been hired as school resource officers to serve during the day on school campuses. An additional County Police officer has been hired to be located at the alternative learning environment during the school year. The officers interact with students and assist as needed as a resource. Students that feel safe at school are more likely not to miss school. The district believes that when students are truant they miss valuable instructional time. The officers provide assistance, training and information to students and staff throughout the school year. The officers enable the District to respond quickly to emergency situations and coordinate efficiently with emergency personnel. The District's annual Superintendent's Attendance by Grade report will be reviewed and compared annually to the previous years data to document the effectiveness of this action. The past years data indicated the attendance rate did not change from the previous year.
                                        Action Type: Collaboration
                                        Action Type: Professional Development
                                        Action Type: Program Evaluation
                                        		 Don Johnston Start: 07/01/2011
                                        End: 06/30/2012
                                          NSLA (State-281) - Purchased Services:$80000.00
                                          ACTION BUDGET:$80000
                                          Total Budget:$209008.97
                                          Priority 9: The District will provide support to implement the Scholastic Audit findings.
                                          Supporting Data:
                                          1. MMS Scholastic Audit findings during the 2010-2011 school year. Data is included in the building level plans. MMS's Scholastic Audit Summary Report gives the following percentages their findings. Standard 1-Curriculum 29%--Little or no development and implementation 71%--Limited development or partial implementation Standard 2--Classroom Evaluation/Assessment 25%--Little or no development and implementation 62%--Limited development or partial implementation 13%--Fully functional and operational level of dev. and implementation Standard 3--Instruction 13%--Little or no development and implementation 87%--Limited development or partial implementation Standard 4--School Culture 18%--Little or no development and implementation 82%--Limited development or partial implementation Standard 5--Student, Family and Community Support 80%--Limited development or partial implementation 20%--Fully functional and operational level of dev. and implementation Standard 6--Professional Growth, Development, and Evaluation 33%--Little or no development and implementation 67%--Limited development or partial implementation Standard 7--Leadership 18%--Little or no development and implementation 82%--Limited development or partial implementation Standard 8--School Organization and Fiscal Resources 100%--Limited development or partial implementation Standard 9--Comprehensive and Effective Planning 6%--Little or no development and implementation 94%--Limited development or partial implementation
                                          2. The Marion Intermediate School Scholastic Audit will be conducted during the 2011-2012 school year.
                                          3. Arkansas Department of Education Scholastic Audit Summary Report found that Marion High had a 57% deficient for Standard 1 Curriculum. 62% deficient for Standard 2 Classroom Evaluation/Assessment. 50% deficient for Standard 3 Instruction. 55% dificient for Standard 4 School Culture. Standard 5 Student, Family and Community Support was found eficient. 83% deficient for Standard 6 Professional Growth, Development, and Evaluation.27% deficient for Standard 7 Leadership. 30% deficient Standard 8 School Organization and Fiscal Resources. 81% deficient for Standard 9 Comprehensive and Effective Planning.
                                          4. Detailed building level achievement results are included in the building level ACSIP plans.
                                          GoalThe District will ensure the Scholastic Audit findings are implemented.
                                          BenchmarkMarion High School, Marion Middle School and Marion Intermediate School will implement the immediate needs identified in the 2009-2010 (MHS), 2010-2011 (MMS), and 2011-2012 (MIS) Scholastic Audits.
                                          Intervention: District administrators and staff will provide support to the Intermediate School as the Scholastic Audit is conducted.
                                          Scientific Based Research: "Transforming Schools: Creating a Culture of Continuous Improvement", Allison Zmuda, et. al.: ASCD, 2004.
                                          Actions Person Responsible Timeline Resources Source of Funds
                                          The District will provide resources to fund the Scholastic Audit scheduled to be conducted at Marion Intermediate School this school year. Salary and benefits, travel, purchased services, materials and supplies will be made available as needed.
                                          		 Don Johnston Start: 07/01/2011
                                          End: 06/30/2012
                                            NSLA (State-281) - Purchased Services:$45000.00
                                            NSLA (State-281) - Materials & Supplies:$5000.00
                                            ACTION BUDGET:$50000
                                            Total Budget:$50000