School Plan

 

TYRONZA ELEMENTARY
412 MAIN ST.,TYRONZA, AR 72386

Arkansas Comprehensive School Improvement Plan

2014-2015


Our schools are committed to making all students first priority. We strive to provide open communication among administration, faculty, students, and parents of the high expectaions set forth by the East Poinsett County School District. A data driven, standards based curriculum, enhanced with techonlogy, will prepare students for an ever changing world. All students will be provided with problem solving skills to ensure college and career readiness.

Grade Span: K-6 Title I: Title I Schoolwide School Improvement: MS

Table of Contents

Priority 1: Literacy
    Goal: To improve literacy with an emphasis in all literacy domains.
    Goal: All students will enter kindergarten ready to learn and on grade level.
Priority 2: Math
    Goal: Students will improve math performance in all areas.
Priority 3: Wellness
    Goal: Tyronza Elementary has implemented a Wellness Plan for all students, which is designed to meet the physical and emotional needs of each child.

Priority 1: Tyronza Elementary scored 77.08 in 2012-2013. We are an achieving school in literacy. We will strive to show gain for 2014-201. We will continue to show progress by striving to meet the prescribed 81.85 AMO.
Supporting Data:
  1. The following is the three year trend for the ACSIP Literacy Priority:
    2014
    According to the trend analysis for the 2014 school the Benchmark data in literacy is as follows:
    3rd GRADE. Overall, 76% scored ADVANCED /PROFICIENT, 8% scored BASIC, and 16% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 19% BELOW BASIC, 10% BASIC, 33% PROFICIENT, and 38% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 0% PROFICIENT, and 100% ADVANCED. Male 18% Below Basic, 18% Basic, 18% Proficient, 45% Advanced, Female 14% Below Basic, 0% Basic, 36% Proficient, 50% Advanced, African American 33% Below Basic, 0% Basic, 33% Proficient, 33% Advanced, Caucasian 14% Below Basic, 6% Basic, 29% Proficient, 48% Advanced, Students with Disabilities, 50% Below Basic, 0% Basic, 50% Proficient, 0% Advanced, Non-Disabled Students, 13% Below Basic, 9% Basic, 26% Proficient, 52% Advanced. The supporting data of the testing showed 10% INCREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: All areas were above 50%. Weakness in MULTIPLE CHOICE: We fill as if we will work to improve all areas. We need to always strive to improve every area. Weakness in OPEN RESPONSE: Reading, writing content, and writing style. STRENGTH IN OPEN RESPONSE: Writing sentence formation /Reading Literary passage, content passage, and practical passage.
    According to the trend analysis for the 2014 school the Benchmark data in literacy is as follows:
    4th GRADE. Overall, 68% scored ADVANCED /PROFICIENT, 16% scored BASIC, and 16% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 18% BELOW BASIC, 18% BASIC, 24% PROFICIENT, and 41% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 50% PROFICIENT, and 50% ADVANCED. Male 20% Below Basic, 10% Basic, 40% Proficient, 30% Advanced, Female 11% Below Basic, 22% Basic, 11% Proficient, 56% Advanced, African American 0% Below Basic, 33% Basic, 0% Proficient, 67% Advanced, Caucasian 14% Below Basic, 14% Basic, 36% Proficient, 36% Advanced, Students with Disabilities, 75% Below Basic, 25% Basic, 0% Proficient, 0% Advanced, Non-Disabled Students, 0% Below Basic, 13% Basic, 33% Proficient, 53% Advanced. The supporting data of the testing showed 26% DECREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: All areas were above 50%. Weakness in MULTIPLE CHOICE: We fill as if we will work to improve all areas. We need to always strive to improve every area. Weakness in OPEN RESPONSE: Reading literary passage. STRENGTH IN OPEN RESPONSE: Writing sentence formation and usage /Reading Literary passage, content passage, and practical passage.
    According to the trend analysis for the 2014 school the Benchmark data in literacy is as follows:
    5th GRADE. Overall, 75% scored ADVANCED /PROFICIENT,22% scored BASIC, and 3% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 4% BELOW BASIC, 21% BASIC, 54% PROFICIENT, and 21% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 25% BASIC, 42% PROFICIENT, and 33% ADVANCED. Male 4% Below Basic, 31% Basic, 50% Proficient, 15% Advanced, Female 3% Below Basic, 15% Basic, 53% Proficient, 29% Advanced, African American 0% Below Basic, 25% Basic, 75% Proficient, 0% Advanced, Caucasian 0% Below Basic, 26% Basic, 45% Proficient, 30% Advanced, Hispanic 33% Below Basic, 0% Basic, 67% Proficient, 0% Advanced, Students with Disabilities, 8% Below Basic, 54% Basic, 38% Proficient, 0% Advanced, Non-Disabled Students, 2% Below Basic, 13% Basic, 55% Proficient, 30% Advanced. LEP Students, 20% Below Basic, 0% Basic, 80% Proficient, 0% Advanced. The supporting data of the testing showed 1% DECREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage, Content Passage, Practical Passage. Weakness in MULTIPLE CHOICE: Writing- multiple choice. Weakness in OPEN RESPONSE: Reading-Literary Passage, Content Passage, writing content, and writing style. STRENGTH IN OPEN RESPONSE: Writing sentence formation /Reading-practical passage.
    According to the trend analysis for the 2014 school the Benchmark data in literacy is as follows:
    6th GRADE Overall, 65% scored ADVANCED /PROFICIENT,31% scored BASIC, and 4% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 5% BELOW BASIC, 37% BASIC, 44% PROFICIENT, and 15% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 15% BASIC, 54% PROFICIENT, and 31% ADVANCED. Male 5% Below Basic, 43% Basic, 43% Proficient, 10% Advanced, Female 3% Below Basic, 24% Basic, 48% Proficient, 24% Advanced, African American 0% Below Basic, 33% Basic, 67% Proficient, 0% Advanced, Caucasian 5% Below Basic, 27% Basic, 48% Proficient, 20% Advanced, Hispanic 0% Below Basic, 50% Basic, 33% Proficient, 17% Advanced, Students with Disabilities, 20% Below Basic, 80% Basic, 0% Proficient, 0% Advanced, Non-Disabled Students, 0% Below Basic, 20% Basic, 57% Proficient, 23% Advanced. LEP Students, 0% Below Basic, 0% Basic, 0% Proficient, 0% Advanced. The supporting data of the testing showed 9% DECREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage. Weakness in MULTIPLE CHOICE: Writing, Practical passage. Weakness in OPEN RESPONSE: Writing- Content and Style. STRENGTH IN OPEN RESPONSE: Writing- Usage and Mechanics/Reading-practical and content passage.
    2013
    According to the trend analysis for the 2013 school the Benchmark data in literacy is as follows:
    3rd GRADE. Overall, 70% scored ADVANCED /PROFICIENT, 15% scored BASIC, and 15% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 20% BELOW BASIC, 20% BASIC, 33% PROFICIENT, and 27% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 20% PROFICIENT, and 80% ADVANCED. Male 80% ADVANCED/PROFICIENT, Female 60% ADVANCED/PROFICIENT, African American 100% ADVANACED/PROFICIENT, Caucasian 40% ADVANCED, 27% PROFICIENT, 27% BASIC, 13% BELOW BASIC. The supporting data of the testing showed 7% INCREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage, Content Passage, and writing. Weakness in MULTIPLE CHOICE: Reading Practical Passage. Weakness in OPEN RESPONSE: Writing content, and writing style. STRENGTH IN OPEN RESPONSE: Writing sentence formation, usage, mechanics, /Reading Literary passage, content passage, and practical passage. For the upcoming school year we will focus specifically on Practical passages, writing content and writing style.
    According to the trend analysis for the 2013 school the Benchmark data in literacy is as follows:
    4th GRADE. Overall, 94% scored ADVANCED /PROFICIENT, 0% scored BASIC, and 6% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 0% BELOW BASIC, 7% BASIC, 40% PROFICIENT, and 53% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 0% PROFICIENT, and 100% ADVANCED. Male 100% ADVANCED/PROFICIENT, Female 84% ADVANCED/PROFICIENT, African American N/A-, Caucasian ADVANACED 56%, 38% PROFICIENT, 6% BASIC, 0% BELOW BASIC. The supporting data of the testing showed 1% DECREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage, and content passage. Weakness in MULTIPLE CHOICE: Writing. Weakness in OPEN RESPONSE: N/A- STRENGTH IN OPEN RESPONSE: Reading- practical, literary, content passages. Writing- Content, style, sentence formation, usage, and mechanics. For the upcoming school year we will focus specifically on writing M/C.
    According to the trend analysis for the 2013 school the Benchmark data in Literacy is as follows:
    5TH GRADE. Overall, 80% scored ADVANCED /PROFICIENT, 19% scored BASIC, and 2% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 2% BELOW BASIC, 23% BASIC, 35% PROFICIENT, and 40% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 27% PROFICIENT, and 73% ADVANCED. Male 68% ADVANCED/PROFICIENT, Female 87% ADVANCED/PROFICIENT African American 67 % ADVANCED, 0% PROFICIENT, 33% BASIC, 0 % BELOW BASIC 0%, Caucasian 44% ADVANCED, 35% PROFICIENT, 19% BASIC, 2% BELOW BASIC. The supporting data of the testing showed 8% DECREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage, Content passage, and Practical passage. Weakness in MULTIPLE CHOICE: Writing. STRENGTH IN OPEN RESPONSE: Writing- sentence formation, content, style, mechanics, usage. and reading- literary passage, content passage, and practical passage. For the upcoming school year we will focus specifically writing in M/C.
    According to the trend analysis for the 2013 school the Benchmark data in Literacy is as follows:
    6TH GRADE Overall, 74% scored ADVANCED /PROFICIENT, 22% scored BASIC, and 3% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 4% BELOW BASIC, 24% BASIC, 48% PROFICIENT, and 24% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 13% BASIC, 48% PROFICIENT, and 50% ADVANCED. Male 61% ADVANCED/PROFICIENT, Female 87% ADVANCED/PROFICIENT, African American 0% ADVANCED, 58% PROFICIENT, 15% BASIC, 8% BELOW BASIC, Caucasian 38% ADVANCED, 45% PROFICIENT, 15% BASIC, 3% BELOW BASIC. The supporting data of the testing showed 7% DECREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary passage, content passage, practical passage. Weakness in MULTIPLE CHOICE: Writing. STRENGTH IN OPEN RESPONSE: Reading- literary, content, and practical passage. Writing- content, style, usage, mechanics, sentence formation. For the upcoming school year we will focus specifically writing in M/C.

    2012
    The following is the three year trend for the ACSIP Literacy Priority:
    According to the trend analysis for the 2012 school the Benchmark data in literacy is as follows: 3rd GRADE. Overall, 63% scored ADVANCED /PROFICIENT, 31% scored BASIC, and 6% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 8% BELOW BASIC, 33% BASIC, 8% PROFICIENT, and 50% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 25% BASIC, 0% PROFICIENT, and 75% ADVANCED. Male 60% ADVANCED/PROFICIENT, Female 50% ADVANCED/PROFICIENT, African American 0% ADVANACED/PROFICIENT, Caucasian 57% ADVANCED, 0% PROFICIENT, 36% BASIC, 7% BELOW BASIC. The supporting data of the testing showed 11% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: Reading Practical Passage. Weakness in MULTIPLE CHOICE: Writing. Weakness in OPEN RESPONSE: Reading content passage. STRENGTH IN OPEN RESPONSE: Writing sentence formation. For the upcoming school year we will focus specifically Reading content passage and writing.
    According to the trend analysis for the 2012 school the Benchmark data in literacy is as follows: 4th GRADE. Overall, 95% scored ADVANCED /PROFICIENT, 0% scored BASIC, and 5% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 8% BELOW BASIC, 0% BASIC, 38% PROFICIENT, and 54% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 0% PROFICIENT, and 100% ADVANCED. Male 73% ADVANCED/PROFICIENT, Female 63% ADVANCED/PROFICIENT, African American 0% ADVANACED, Caucasian 68%, 26% PROFICIENT, 0% BASIC, 5% BELOW BASIC. The supporting data of the testing showed 8% INCREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage, and content passage. Weakness in MULTIPLE CHOICE: Writing. Weakness in OPEN RESPONSE: Reading Practical Passage. STRENGTH IN OPEN RESPONSE: Content Passage and Writing sentence formation. For the upcoming school year we will focus specifically Reading practical passage and writing.
    According to the trend analysis for the 2012 school the Benchmark data in Literacy is as follows: 5TH GRADE. Overall, 88% scored ADVANCED /PROFICIENT, 11% scored BASIC, and 2% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 2% BELOW BASIC, 13% BASIC, 34% PROFICIENT, and 51% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 30% PROFICIENT, and 70% ADVANCED. Male 43% ADVANCED/PROFICIENT, Female 67% ADVANCED African American 36%, PROFICIENT, 36%, BASIC, 27% , BELOW BASIC 0%, ADVANACED, Caucasian 63% ADVANCED, 30% PROFICIENT, 5% BASIC, 3% BELOW BASIC. The supporting data of the testing showed 10% INCREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Literary Passage. Weakness in MULTIPLE CHOICE: Content Passage. STRENGTH IN OPEN RESPONSE: Writing sentence formation, and reading literary passage. For the upcoming school year we will focus specifically Content passage in M/C.
    According to the trend analysis for the 2012 school the Benchmark data in Literacy is as follows: 6TH GRADE Overall, 81% scored ADVANCED /PROFICIENT, 19% scored BASIC, and 0% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 0% BELOW BASIC, 22% BASIC, 49% PROFICIENT, and 29% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 44% PROFICIENT, and 56% ADVANCED. Male 41% ADVANCED/PROFICIENT, Female 24% ADVANCED African American 50% ADVANCED, 25% PROFICIENT, BASIC, 25% , BELOW BASIC 0%, ADVANACED, Caucasian 36% ADVANCED, 48% PROFICIENT, 17% BASIC, 0% BELOW BASIC. The supporting data of the testing showed 22% INCREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: Reading Practical Passage. Weakness in MULTIPLE CHOICE: Writing, and Literary Passage. STRENGTH IN OPEN RESPONSE: Writing style and reading content passage. For the upcoming school year we will focus specifically writing and literary passage in M/C.
    2011
    The following is the three year trend for the ACSIP Literacy Priority:
    According to the trend analysis for the 2011 school the Benchmark data in Literacy is as follows: 3rd GRADE. Overall, 74% scored ADVANCED /PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 71 %, Non-economically disadvantaged 100%, Male 71% ADVANCED/PROFICIENT, Female 91% ADVANCED/PROFICIENT, African American 0% ADVANACED/PROFICIENT, Caucasian 77% ADVANCED/PROFICIENT. The supporting data of the testing showed 6% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: Reading-Literary Passage. Weakness in MULTIPLE CHOICE: Reading-Practical Passages. Strengths in OPEN RESPONSE: Reading- Literary Passage and Content Passage. Weakness in OPEN RESPONSE: Reading-Content and Style, and Practical Passages. For the upcoming school year we will focus specifically on Reading- Practical Passage and Content and Style.
    According to the trend analysis for the 2011 school the Benchmark data in Literacy is as follows: 4TH GRADE. Overall, 91% scored ADVANCED/PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 84 %, Non-economically disadvantaged 100%, Male 100% ADVANCED/PROFICIENT, Female 85% ADVANCED/PROFICIENT, African American 100% ADVANACED/PROFICIENT, Caucasian 86% ADVANCED/PROFICIENT. The supporting data of the testing showed a 6% GAIN in performance. Strengths in MULTIPLE CHOICE items were as follows: Writing, and Partial Passage. Weakness in MULTIPLE CHOICE: Writing. Strengths in OPEN RESPONSE: Writing- Usage, Mechanics, and Sentence Formation, and Literary Passage. Weakness in OPEN RESPONSE: Reading- Practical Passage. For the upcoming school year we will focus on multiple choice questions, focusing specifically on Reading-Literary Passage and Content Passage. In open Response we will work specifically on Reading- Content Passage, Reading Passage, and Practical Passage.
    According to the trend analysis for the 2011 school the Benchmark data in Literacy is as follows: 5TH GRADE. Overall,77% scored ADVANCED / PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 72%, Non-economically disadvantaged 100%, Male 76% ADVANCED/PROFICIENT, Female 77% ADVANCED/PROFICIENT, African American 100% ADVNACED/PROFICIENT, Caucasian 79% ADVANCED/PROFICIENT, Hispanic 50% ADVANCED/PROFICIENT. The supporting data of the testing showed a performance history of a 9% GAIN. Strengths in MULTIPLE CHOICE items were as follows: Weakness in MULTIPLE CHOICE: Reading- Practical Passage and Writing. Strengths in OPEN RESPONSE: Sentence Formation, Content, and Style. Weakness in OPEN RESPONSE: Literary Passage and Writing-Mechanics, and Usage. For the upcoming school year we will focus on Writing, Literary Passage, and Practical Passage.
    According to the trend analysis for the 2011 school the Benchmark data in Literacy is as follows: 6TH GRADE. Overall, 60% scored ADVANCED /PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 56%, Non-economically disadvantaged 100%, Male 47% ADVANCED/PROFICIENT, Female 78% ADVANCED/PROFICIENT, African American 17% ADVANACED/PROFICIENT, Caucasian 61% ADVANCED/PROFICIENT, Hispanic 80% ADVANCED/PROFICIENT. The supporting data of the testing showed a performance history of a performance history of a 10% DECLINE. Strengths in MULTIPLE CHOICE items were as follows: Reading-Practical Passage. Weakness in MULTIPLE CHOICES: Reading Literary Passage. Strengths in OPEN RESPONSE: Reading- Literary Passage. Weakness in OPEN RESPONSE: Reading- Content Passage. For the upcoming school year we will focus on Content Passage and Literary Passage.
  2. 2014
    2013-2014 ITBS scores are as follows: KINDERGARTEN- none. FIRST GRADE: There were 13 students tested. Comprehension was 60% with 12/20 scoring proficient. Vocabulary was 54% with 7/13 scoring proficient. Spelling was 77% with 10/13 scoring proficient. Math- Problems was 54% with 7/13 scoring proficient. Math- Concepts was 38% with 5/13 scoring proficient. SECOND GRADE: There were 18 students tested. Comprehension was 67% scoring proficient. Vocabulary was 39% with scoring proficient. Spelling was 39% with scoring proficient. Math- Problems was 61% with scoring proficient. Math-Concepts was 56% with scoring proficient. ITBS FIRST GRADE WEAKNESSES: vocabulary 54%, math concepts 38% and math problems 54%. FIRST GRADE STRENGTHS: Reading comprehension and spelling. ITBS SECOND GRADE WEAKNESSES: Vocabulary, Spelling, Math- concepts. SECOND GRADE STRENGTHS: comprehension and math problems. First grade will work to improve their vocabulary and math concepts and math problems in 2014-2015. Second grade will work to improve their vocabulary, spelling, and math concepts, in 2014-2015.
    2013
    2012-2013 ITBS scores are as follows: KINDERGARTEN- none. FIRST GRADE: There were 20 students tested. Comprehension was 60% with 12/20 scoring proficient. Vocabulary was 30% with 6/20 scoring proficient. Spelling was 65% with 13/20 scoring proficient. Math- Problems was 65% with 13/20 scoring proficient. Math- Concepts was 55% with 11/20 scoring proficient. SECOND GRADE: There were 23 students tested. Comprehension was 61% with 14/23 scoring proficient. Vocabulary was 35% with 8/23 scoring proficient. Spelling was 43% with 10/23 scoring procficient. Math- Problems was 43% with 10/23 scoring proficient. Math-Concepts was 52% with 12/23 scoring proficient. ITBS FIRST GRADE WEAKNESSES: vocabulary 30%, math concepts 55%. FIRST GRADE STRENGTHS: Reading comprehension and spelling and math- problems. ITBS SECOND GRADE WEAKNESSES: Vocabulary, Spelling, Math- problems, and Math- concepts. SECOND GRADE STRENGTHS: comprehension. First grade will work to improve their vocabulary and math concepts in 2013-2014. Second grade will work to improve their vocabulary, spelling, math concepts, and math problems in 2013-2014.
    2012
    2011-2012 ITBS scores are as follows: KINDERGARTEN- none. FIRST GRADE: There were 19 students tested. Reading was 43%, Language was 55% and Math 54%. There were 10 females and 9 males tested in first grade. The female population was 11.1% advanced, 44.4% proficient, 33.3% basic, and 11.1% below basic. The male population was 11.1% advanced, 55.6% proficient, 22.2% basic, and 11.1% below basic. The total combined with 11.1% advanced, 50% proficient, 27.8% below, and 11.1% below basic. SECOND GRADE: There were 19 students tested. Reading was 67%; Language was 69% and Math 62%. There were 10 females and 9 males tested in first grade. The female population was 30% advanced, 30% proficient, 30% basic, and 10% below basic. The male population was 44.4% advanced, 11.1% proficient, 22.2% basic, and 22.2% below basic. The total combined with 36.8% advanced, 21.1% proficient, 26.3% below, and 15.8% below basic. Sub Pops- FIRST GRADE: black 100% proficient, Multi Ethnic 100% proficient, White 12.5% advanced, 43.8% proficient, 31.3% basic, and 12.5% below basic. Total Ethnicity 11.1% advanced, 50% proficient, 27.8% basic, and 11.1% below basic. Sub Pops- SECOND GRADE: black 50% proficient and 50% basic, Multi Ethnic 100% proficient, White 43.8% advanced 12.5% proficient, 25% basic, and 18.8% below basic. Total Ethnicity 36.8% advanced, 21.1% proficient, 26.3% basic, and 15.8% below basic. ECONOMICALLY DISADVANTAGED-FIRST GRADE: 14 students, 46.2% Proficient, 38.5% basic, 15.4% below basic. NON-ECONOMICALLY DISADVANTAGED-FIRST GRADE: 5 students, 40% advanced 60% proficient, and 27.8% basic. Total- 11.1% advanced, 50% proficient, 27.8% basic, and 11.1% below basic. ECONOMICALLY DISADVANTAGED-SECOND GRADE: 14 students, 28.6% advanced, 28.6% proficient, 21.4% basic, and 21.4% below basic. NON-ECONOMICALLY DISADVANTAGED-FIRST GRADE: 5 students, 60% advanced and 40% basic. Total- 36.8% advanced, 21.1% proficient, 26.3% basic, and 15.8% below basic. ITBS FIRST GRADE WEAKNESSES: vocabulary 33%, math concepts 51%, and math problems 53%. FIRST GRADE STRENGTHS: Reading comprehension and spelling. ITBS SECOND GRADE WEAKNESSES: NONE- SECOND GRADE STRENGTHS: Vocabulary, comprehension, spelling, math concepts, and math problems.
    2011
    Kindergarten: According to the trend analysis for the 2011 school year the ITBS data in Literacy is as follows: Overall, 73.7 %. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 75.0%, Non-economically disadvantaged, African American N/A, Caucasian 91.4%, Students with Disabilities 0%.
    First Grade: In 2011 the ITBS scores indicated that the combined population scored 76.5 %. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 75.0%, Non-economically disadvantaged, African American 100%, Caucasian 73.3%, Students with Disabilities 0%.
    Second Grade: In 2011 the ITBS scores indicated that the combined population scored. Overall, 38.9 %. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 50%, African American N/A, Caucasian 37.5%, Students with Disabilities 0%.
    The district item analysis shows the following areas of strengths and weaknesses. Kindergarten weaknesses are as follows: Vocabulary, Verb Tense, Classification, Prepositions:Relationships. First grade weaknesses are as follows: Relationships. 2nd Grade Weaknesses are as follows: Vocabulary. Strengths for Kindergarten are as follows: Picture Clues, and Word Attach. Strengths for 1st grade are as follows: Vocabulary, Sentence Comprehension, Story Comprehension, Vowels, Consonants, Spelling in Context, Capitalization in Context, Punctuation in context. The strengths for 2nd grade are as follows: Vowels, Consonants, and Spelling in Context.
  3. 2014-2015
    DIBELS assessments were given to K, 1st, 2nd, and 3rd, 4th grade students. In Kindergarten 15 students were tested. At the beginning of the school year, 63% were low risk, % some risk, and 31% were at risk in FSF. Kindergarten had 100% in LNF. In 1st grade, 20 students were tested at the beginning of the school year, 95% low risks, 5% some risk, 0% at risk in PSF. In 1st grade, 20 students were tested at the beginning of the school year, 95% low risks, 5% some risk, 0% at risk in NWF (CLS). In 1st grade, 20 students were tested at the beginning of the school year, 68% low risks, 32% some risk, 0% at risk in NWF (WWR). In 1st grade LNF was 100%. In 2nd grade at the beginning of the year 13 students were tested, 69% low risk, 23% some risk, 8% at risk in NWF (CLS). %. In 2nd grade at the beginning of the year 13 students were tested, 77% low risk, 23% some risk, 0% at risk in NWF (WWR). In 2nd grade at the beginning of the year 13 students were tested, 70% low risk, 15% some risk, 15% at risk in DORF (Fluency). In 2nd grade at the beginning of the year 13 students were tested, 77% low risk, 15% some risk, 8% at risk in DORF (Accuracy). In 2nd grade at the beginning of the year 13 students were tested, 77% low risk, 23% some risk, 0% at risk in DORF (Retell). In 3rd grade 19 students were tested at the beginning of the year, 63% low risk, 26% some risk, 11% at risk in DORF (Fluency). In 3rd grade 19 students were tested at the beginning of the year, 79% low risk, 5% some risk, 16% at risk in DORF (Accuracy). In 3rd grade 19 students were tested at the beginning of the year, 79% low risk, 16% some risk, 5% at risk in DORF (Retell). In 3rd grade 19 students were tested at the beginning of the year, 78% low risk, 11% some risk, 11% at risk in DAZE. In 4th grade at the beginning of the year, 24 students were tested, 41% low risk, 17% some risk, 42% at risk in DORF (Fluency). In 4th grade at the beginning of the year, 24 students were tested, 67% low risk, 8% some risk, 25% at risk in DORF (Accuracy). In 4th grade at the beginning of the year, 24 students were tested, 92% low risk, 8% some risk, 0% at risk in DORF (Retell). In 4th grade at the beginning of the year, 24 students were tested, 75% low risk, 21% some risk, 4% at risk in DAZE. We will strive to maintain the low risk students, working intensively with the some and at risk students to help them improve their status.
    2013-2014
    DIBELS assessments were given to K, 1st, 2nd, and 3rd, 4th grade students. In Kindergarten 20 students were tested. At the beginning of the school year, 65% were low risk, 15% some risk, and 20% were at risk. In 1st grade, 11 students were tested at the beginning of the school year, 82% low risks, 9% some risk, 9% at risk. In 2nd grade at the beginning of the year 19 students were tested, 74% low risk, 5% some risk, 21% at risk. In 3rd grade 23 students were tested at the beginning of the year, 87% low risk, 0% some risk, 13% at risk. In 4th grade at the beginning of the year, 15 students were tested, 80% low risk, 7% some risk, 13% at risk. We will strive to maintain the low risk students, working intensively with the some and at risk students to help them improve their status.
    2012-2013 DIBELS assessments were given to K, 1st, 2nd, and 3rd, 4th grade students. In Kindergarten 11 students were tested. At the beginning of the school year, 14 were low risk, 2 some risk, and 1 were at risk. During the middle of the year, 17 were tested, 12 were low risk, 5 some risk, and 0 at risk. At the end of the year, 12 low risk. In 1st grade, 18 students were tested at the beginning of the school year, 5 low risks, 11 some risk, 0 at risk. At the end of the year in first grade, 16 low risk, 0 some risk, 4 at risk. In 2nd grade at the beginning of the year 19 students were tested, 13 low risk, 2 some risk, 4 at risk. At the end of the year in second grade, 15 low risk, 4 some risk, 2 at risk. In 3rd grade 14 students were tested at the beginning of the year, 11 low risk, 1 some risk, 2 at risk. At the end of the year in third grade, 14 low risk, 1 some risk, 3 at risk. In 4th grade at the beginning of the year, 15 students were tested, 8 low risk, 2 some risk, 5 at risk. During the middle of the year 19 were tested, 16 low risk, 1 some risk, 2 at risk. At the end of the year in Fourth grade, 16 low risk, 1 some risk, 1 at risk. In conclusion, our DIBELS score increased in every grade by the end of the year. We will strive to keep the scores above the low risk for the upcoming year.
    2011-2012
    DIBELS assessments were given to K, 1st, 2nd, and 3rd, 4th grade students. In Kindergarten 17 students were tested. At the beginning of the school year, 14 were low risk, 2 some risk, and 1 were at risk. During the middle of the year, 17 were tested, 12 were low risk, 5 some risk, and 0 at risk. At the end of the year, 15 low risk, 2 some risk, 0 at risk. In 1st grade, 18 students were tested at the beginning of the school year, 16 low risk, 2 some risk, 0 at risk. During the middle of the year, 18 students were tested, 16 were low risk, 2 some risk, 0 at risk. At the end of the year in first grade, 17 low risk, 1 some risk, 0 at risk. In 2nd grade at the beginning of the year 17 students were tested, 11 low risk, 3 some risk, 2 at risk. During the middle of the year, 17 were tested, 16 were low risk, 2 some risk, and 2 at risk. At the end of the year in second grade, 14 low risk, 2 some risk, 2 at risk. In 3rd grade 16 students were tested at the beginning of the year, 11 low risk, 1 some risk, 4 at risk. During the middle of the year, 16 students were tested, 11 low risk, 0 some risk, and 5 at risk. At the end of the year in third grade, 11 low risk, 1 some risk, 4 at risk. In 4th grade at the beginning of the year, 19 students were tested, 16 low risk, 0 some risk, 3 at risk. During the middle of the year 19 were tested, 16 low risk, 1 some risk, 2 at risk. At the end of the year in Fourth grade, 16 low risk, 1 some risk, 2 at risk. In conclusion, our DIBELS score increased in every grade by the end of the year. We will strive to keep the scores above the low risk for the upcoming year.
  4. TLI 2013-2014
    The TLI Data from 2013-2014 in Literacy showed the following areas of weakness. In 2014-2015 we will strive in making a gain in these areas. Kindergarten- No TLI data. First grade (1st)-No TLI data. Second Grade(2nd) are as follows: 1. Describe how reasons supports specific points of the author makes in the text. 2. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting or plot. 3. Ask and answer questions as who, what, when, why, and how to demonstrate understanding of key details in a text. 4. Demonstrate command of the conventions of Standard English grammar and usage when writing of speaking. 5. Identify the main purpose of a text, including what the author wants to answer, explain, or describe. 6. Capitalize dates, and names of people. 7. Describe how characters in a story respond to major events and challenges. Describe how words and phrases supply rhythm and meaning in a story, poem, or song. 8. Use commas in dates and to separate single words in a series. 9. Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. 10. Ask and answer questions to help understand key details in the text. Third Grade (3rd) are as follows: 1. Distinguish their own point of view from that of the narrator or those of the characters. 2. Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. 3. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. 4. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such a chapter, scene, and stanza; describe how each successive part builds on earlier sections. 5. Describe characters in story and explain how their actions contribute to the sequence of events. 6. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 7. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza. 8. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Use coordinating and subordinating conjunctions. 9. Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 10. Distinguish their own point of view from that of the author in the text. Fourth Grade (4th) are as follows: 1. Explain major differences between poems, drama, and prose and refer to the structural elements of a poem when writing or speaking about a text. 2. Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. 3. Determine the theme of a story, drama, or poem from details in the text; summarize the text. 4. Explain events, procedure, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (Analysis) 5. Explain events, procedures, idea, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text (Sequencing). 6. Determine the meaning of general academic and domain specific words of phrases in a text relevant to a grade 4 topics or subject area. 7. Demonstrate understanding of figurative language, word relations, and nuances in word meanings. a. Explain the meaning of simple similes and metaphors in a context. 8. Refer to details and examples in a text when explain what the text says explicitly and when drawing inferences from the text (Article Details). 9. Demonstrate understanding of figurative language, word relationships, and nuances in word meaning (simile). 10. Produce simple, compounds and complex sentences (Simple sentences). Fifth Grade (5th)are as follows: 1. Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text. 2. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (Article Details). 3. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (Inference). 4. Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes (Vocabulary). 5. Explain relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text (Inference). 6. Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text (Inference). 7. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text (Summary). 8. Explain how series of chapters, scenes or stanza fits together to provide the overall structure of a particular story, drama or poem. 9. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. d. recognize and correct inappropriate shifts in verb tense. 10. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in a text (Sequencing). Sixth Grade(6th) are as follows: 1. Describe how a particular story’s or drama’s plot unfolds in a series of episodes as well as how the characters respond or change as the plot moves toward a resolution (Literary Element Analysis). 2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal options or judgments (Central Idea). 3. Use knowledge of language and its conventions when writing, speaking, reading, or listening. b. maintain consistency in style and tone. 4. Explain how an author develops the point of view of the narrator or speaking in a text. 5. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. d. recognize and correct vague pronouns. 6. Analyze how a particular sentence, chapter, scene o stanza fits into the overall structure of a text and contributes to the development of the theme, setting, or plot. (Text Features). 7. Choose words and phrases to covey ideas precisely. 8. Produce complete sentences, recognizing and correcting, inappropriate fragments and run-ons. 9. Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (Analysis). 10. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. e. recognize variations from Standard English in their own and others’ writing and speaking, and identifying and use strategies to improve expression in conventional language.

    2012-2013
    The TLI Data from 2012-2013 in Literacy showed the following areas of weakness. In 2013-2014 we will strive in making a gain in these areas. Kindergarten- No TLI data. First grade-No TLI data. Second Grade-Ask and answer questions (inference),Literary Element Analysis, Vocabulary, Analysis, Acknowledge different points of views of characters, Literary Element Analysis, Article Details, Determine the meaning of words from 2nd grade topics or subject areas, Identify the main purpose, and Author’s purpose. Third Grade- Ask and answer questions (inference), Sequencing, Literacy Element Analysis, Analysis, Text Features, Distinguish their own point of view from that of the author of a text, Describe the logical connections between particular sentences and paragraphs in a text, form and use regular and irregular plural nouns, Use abstract nouns, Ensure subject-verb and pronoun-antecedent agreement, Use coordinating and subordinating conjunctions, use commas in addresses, use commas and quotation marks in dialogue, use knowledge of language and its conventions when writing, speaking, reading, or listening, Use commas in greetings and closings of letters. Fourth Grade- Article details, Inference, summary, Explain major differences between poems, drama, and prose, and refer to the structural elements in poems, compare and contrast the point of view from which different stories are narrated, including the difference between first and third-person narrations, Article details, Main idea, Analysis, inference, sequencing, Determine the meeting of general academic and domain specific words or phrases in a text relevant to a grade 4 topic or subject area, Use relative pronouns, relative adverbs, simile, metaphor, Idiom, adage/proverb, adjectives, subject-verb, pronoun-antecedent, simple sentence, compound sentence, complex sentence. Fifth Grade- Article details, Inference, Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in the text, vocabulary, literary devices, explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem, article details, summary, sequencing, conjunctions, use correlative conjunctions, use punctuation to separate items in a series, use a comma to set off the words yes and no (mild interjections), nouns of direct address, adjectives, fragments, run-ons, correctly use frequency confused words. Sixth Grade- Article details, inference, central idea, literary element analysis, text features, explain how an author develops a the point of view of the narrator or speaker in a text, inference, analysis, determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings, text features, ensure the pronouns are in the proper case, use intensive pronouns, recognize and correct vague pronouns, recognize variations from standard English in their own and others’ writing and speaking and identify and use strategies to improve expression in conventional language, maintain consistency in style and tone, produce complete sentences, recognizing and correcting, inappropriate fragments and run-ons, correctly use frequency confused words, choose words and phrases to convey ideas precisely, recognize and correct inappropriate shifts in verb tense, use punctuation to separate items
    2011-2012
    The TLI Data from 2011-2012 in Literacy showed the following areas of weakness. In 2012-2013 we will strive in making a gain in these areas. Kindergarten- No TLI data. First grade-No TLI data. Second Grade-Use context clues to make sense of new words. Use knowledge of personal pronouns, simple abbreviations, antonyms, synonyms, and root words to read with meaning. Locate information within a fictional text. Identify the main idea. Use fictional text to sequence events in logical order. Analyze different common genres of literature such as poetry, fiction, and non-fiction. Determine the author’s purpose. Ask questions and support answers by connecting prior knowledge. Determine the main idea in nonfiction text. Distinguish between fact and opinion. Use nonfiction text to sequence events in logical order. Engage in appropriate prewriting strategies to help generate and organize ideas. Create a well-developed paragraph that includes introduction, details, and conclusion. Include relevant information in writing. Use transition words. Revise writing for content based on teacher conferences. Delete irrelevant information. Use a variety of sentences that include a subject and verb and make sense. Use singular and plural pronouns correctly. Use and correctly punctuate declarative, imperative, and exclamatory sentences. Capitalize proper nouns. Use apostrophes for contractions. Third Grade- Determine the purpose for reading and the author’s purpose for writing a literary text. Make inferences based on prior knowledge and the text. Determine the main idea. Analyze poetry. Distinguish between facts and opinions. Understand and use reference materials such as dictionary, thesaurus, encyclopedia, and online resources. Determine the purpose for reading and the author’s purpose for writing in nonfiction text. Summarize nonfiction text identifying main idea and supporting details. Use text features to find information and support understanding. Engage in appropriate prewriting strategies to help organize ideas and information. Write for different purposes and audiences. Create a strong introduction and conclusion. Use transition words. Delete irrelevant information. Edit and proofread for mechanics, punctuation, usage, and completeness. Use a variety of simple and compound sentences. Eliminate fragments. Use subject verb agreement in sentences. Use possessive pronouns correctly. Use the pronouns “I” and “me” correctly in sentences. Use singular and plural pronouns correctly. Use past and present verb tense. Spell commonly used homophones correctly in context. Use commons in a series and in the greeting and closing of a letter. Use punctuate correctly. Use a comma before a conjunction in a compound sentence. Fourth Grade- Identify and explain synonyms, antonyms, and homographs. Analyze poetry. Determine the main idea. Summarize fiction text identifying main idea and supporting details. Make inferences based on prior knowledge and the text. Use graphic organizers. Use text features to find information and support. Summarize nonfiction text. Use nonfiction text toe sequence events in a logical order. Create a strong introduction. Delete irrelevant information. Use complex sentences correctly. Use transitional words and phrases. Use complex sentences. Identify and correct sentence fragments and run-ons. Employ standard English. Maintain appropriate tense throughout the text. Eliminate double negatives. Use the articles a, an, and the correctly. Apply conventional rules of capitalization in writing. Use an apostrophe with plural possessives. Use commas in a series. Use commas to set off a person’s name in a sentence. Use a comma before a conjunction and a compound sentence. Fifth Grade- Use context clues to determine correct dictionary meaning of multiple meaning words. Identify and explain figurative language. Analyze different common genres of literature. Determine the author’s purpose in a piece of literary text. Determine the main ideas and theme in fiction text. Identify cause/effect, compare/contrast and problem/solution relationship in nonfiction texts. Distinguish between facts and opinions in a text in order to evaluate the credibility of an argument or explanation. Determine the main idea. Determine the author’s purpose in a piece of informational text. Use a variety of informational text to find information and support understanding. Interpret information found in maps, charts, graphs, tables, and diagrams. Summarize nonfiction text identifying main idea and supporting details. Scan materials to locate specific information. Engage in appropriate prewriting strategies to help generate and organize ideas and information. Determine the purpose and audience for a piece of writing. Create a strong lead and conclusion. Use transitional words and phrases to convey a logical thought process. Revise drafts for coherence style, content and sentence formation and logical support of ides based on peer responses and teacher conferences. Use a variety of simple, compound and complex sentences of varied lengths. Define and identify the parts of speech to construct effective sentences. Use possessive pronouns correctly. Spell homonyms correctly according to usage. Apply conventional rules of capitalizations of grammar with emphasis on end marks, questions marks, apostrophes. Use commas to set off a person’s name in a sentence, when appropriate. Use commas in a series. Use a comma with a introductory dependent clause. Use quotations marks and commas with dialogue. Identify and understand the use of prepositional phrases. Sixth Grade- Identify common Greek, Latin, and Anglo-Saxon roots and word parts, and their connection to new vocabulary specialized or otherwise. Identify and explain the effects of significant literary devices. Identify and analyze elements and forms of a variety of narrative and lyric poetry. Determine the author’s purpose. Compare/contract information and ideas in text. Make inferences and generalizations about information and ideas in text. Locate and interpret specific details in text. Engage in appropriate prewriting strategies to help organize ideas and information. Create an organizational structure appropriate to specific composition’s intended audience and purpose. Organize or understand revision of content using the following criteria: central idea, organization, unity, elaboration and support, clarity. Organize or understand revision of style using the following criteria, sentence variety, tone and voice, word choice. Use commas in a series. Use commas in a direct address. Use a comma to set off a nonrestrictive clause/phase. Quotation marks. Capitalization. Identify prepositional phrases in a sentences. Demonstrate subject-verb agreement with using collective nouns and indefinite pronouns. Verb conjugation/tense. Parts of speech. Fragments/Run-ons. Sentence combination. Transitional words/phrases.
  5. 2013-2014
    After school tutoring was not offered in 2013-2014, therefore, no data was collected for the program.
    AFTER SCHOOL TUTORING DATA 2012-2013
    DIBELS assessments were given to K, 1st, 2nd, and 3rd, 4th grade students. In Kindergarten 11 students were tested. At the beginning of the school year, 14 were low risk, 2 some risk, and 1 were at risk. During the middle of the year, 17 were tested, 12 were low risk, 5 some risk, and 0 at risk. At the end of the year, 12 low risk. In 1st grade, 18 students were tested at the beginning of the school year, 5 low risks, 11 some risk, 0 at risk. At the end of the year in first grade, 16 low risk, 0 some risk, 4 at risk. In 2nd grade at the beginning of the year 19 students were tested, 13 low risk, 2 some risk, 4 at risk. At the end of the year in second grade, 15 low risk, 4 some risk, 2 at risk. In 3rd grade 14 students were tested at the beginning of the year, 11 low risk, 1 some risk, 2 at risk. At the end of the year in third grade, 14 low risk, 1 some risk, 3 at risk. In 4th grade at the beginning of the year, 15 students were tested, 8 low risk, 2 some risk, 5 at risk. During the middle of the year 19 were tested, 16 low risk, 1 some risk, 2 at risk. At the end of the year in Fourth grade, 16 low risk, 1 some risk, 1 at risk. In conclusion, our DIBELS score increased in every grade by the end of the year. We will strive to keep the scores above the low risk for the upcoming year.
    2011-2012
    In Kindergarten 17 students were tested. At the beginning of the school year, 14 were low risk, 2 some risk, and 1 were at risk. During the middle of the year, 17 were tested, 12 were low risk, 5 some risk, and 0 at risk. At the end of the year, 15 low risk, 2 some risk, 0 at risk. In 1st grade, 18 students were tested at the beginning of the school year, 16 low risk, 2 some risk, 0 at risk. During the middle of the year, 18 students were tested, 16 were low risk, 2 some risk, 0 at risk. At the end of the year in first grade, 17 low risk, 1 some risk, 0 at risk. In 2nd grade at the beginning of the year 17 students were tested, 11 low risk, 3 some risk, 2 at risk. During the middle of the year, 17 were tested, 16 were low risk, 2 some risk, and 2 at risk. At the end of the year in second grade, 14 low risk, 2 some risk, 2 at risk. In 3rd grade 16 students were tested at the beginning of the year, 11 low risk, 1 some risk, 4 at risk. During the middle of the year, 16 students were tested, 11 low risk, 0 some risk, and 5 at risk. At the end of the year in third grade, 11 low risk, 1 some risk, 4 at risk. In 4th grade at the beginning of the year, 19 students were tested, 16 low risk, 0 some risk, 3 at risk. During the middle of the year 19 were tested, 16 low risk, 1 some risk, 2 at risk. At the end of the year in Fourth grade, 16 low risk, 1 some risk, 2 at risk. In conclusion, our DIBELS score increased in every grade by the end of the year. We will strive to keep the scores above the low risk for the upcoming year.
  6. Tyronza Elementary School average daily attendance for the year 2010/2011 was 93%, 2011/2012 was 94.96%, 2012/2013 was 92.1%.
Goal To improve literacy with an emphasis in all literacy domains.
Benchmark Tyronza Elementary scored 72.08 in 2013-2014. We are a needs improvement school in literacy. We will strive to show gain for 2014-2015. We will continue to show progress by striving to meet the prescribed 81.85.
Intervention: Tyronza Elementary will follow the Comprehensive Literacy Model.
Scientific Based Research: Research Matters/ How Students Progress Monitoring Improves Instruction. Published by Nancy Safer and Steve Fleichman in Educational Leadership, Volume 62, number 5, Feburary 2005.
The Role of Interim Assessments in a Comprehensive Assessment System: A Policy Brief (2007) The Aspen Institute
Actions Person Responsible Timeline Resources Source of Funds
SCHOOLWIDE #8 h.POINT IN TIME REMEDIATION:Implementation in grades k-6. Teacher observations, accuracy checks, fluency and comprehension rubrics, and writing samples will be used by teachers to make daily decisions about student placement within small groups and instructional decisions. The literacy block will follow a very specific schedule, ensuring that no component of the 5 essential elements of reading are left out. Remediation will be done during this literacy block.
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
Dorthy Edwards-Literacy Coach Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
A Literacy Coach will be employed to facilitate a comprehensive literacy program for grades k-6. The site-based coach will provide leadership and expertise at the local school level to support improvement in teacher instruction. The literacy coach will work intensively with the kindergarten through 6th grade teachers to initiate the components of the Comprehensive Literacy. FTE .8 1120/1591,63000-65000,66000
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Special Education
Dorthy Edwards, Literacy Coach Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers
NSLA (State-281) - Purchased Services: $2000.00
NSLA (State-281) - Materials & Supplies: $1000.00
NSLA (State-281) - Employee Benefits: $8876.00
NSLA (State-281) - Employee Salaries: $39316.00

ACTION BUDGET: $51192
SCHOOLWIDE #10 j. TRANSITION:Preschool transition program will provide a connection in curriculum between the existing on-site Preschool. The preschool teacher will attend pre ELLA workshops and work with aligning their curriculum with kindergarten curriculum. The preschool teacher will attend literacy team meetings with Kindergarten teachers. Parents of preschool students will have access to materials and resources in the Parent Center to better enable them to obtain background knowledge necessary for volunteering in Pre-K class to help students learn basic skills.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Action Type: Title I Schoolwide
Cheri Smith, Preschool Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
SCHOOLWIDE #1 a. NEEDS ASSESSMENT: EVALUATION of Comprehensive Literacy will be conducted through the use of the DIBELS,DSA, and comprehension test. Data from students that are not making proficiency through interventions will be analyzed and modified to meet the needs of the learner, by the classroom interventionist. Refer to the Supporting Data section for evaluation results.
Action Type: Equity
Action Type: Program Evaluation
Action Type: Title I Schoolwide
Ashley Howard, Kindergarten, Morgan Drace, 1st, Megan McWayne, 2nd, Norma Anderson 3rd and 4th grade Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
(Jan Mullins)Paraprofessional will assist teachers in small groups in grades K-6. Providing interventions in response to literacy. 1120 FTE 1.00
Jan Mullins, paraprofessional, Doris Armstrong, paraprofessional Start: 07/01/2014
End: 06/30/2015
  • Teachers
NSLA (State-281) - Employee Benefits: $3009.00
NSLA (State-281) - Employee Salaries: $13899.00

ACTION BUDGET: $16908
Present literacy curriculum to school board, allowing input from school board and community.
Action Type: Alignment
Action Type: Title I Schoolwide
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff

ACTION BUDGET: $
All 4th grade students will continue using the TLI Core Readers along with levelized readers. 5th and 6th grade students will be using the TLI Core Readers.
Action Type: Alignment
Norma Anderson, 4th, Bridgette Debow, 5th Literacy, Tabitha Thacker 6th literacy. Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE #11 k. PROGRAM-Comprehensive literacy materials and manipulatives will be purchased to enhance daily instruction. These materials are customized for the kindergarten, 1st grade, 2nd, 3rd and 4th grade curriculum.
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
Tyronza elementary will use CLASS SIZE REDUCTION FUNDS from IIA to fund 2nd grade teacher. Two teacher 2:40 students, Three teacher-3:13.3 students per class.
Megan McWayne, 2nd grade Start: 07/01/2014
End: 06/30/2015
  • Teachers
Title II-A - Employee Salaries: $37679.00
Title II-A - Employee Benefits: $9953.40

ACTION BUDGET: $47632.4
Frances Busby will be a child care provider for one child.
Jacinda Prince, Principal Start: 08/18/2014
End: 05/30/2015
  • Performance Assessments
NSLA (State-281) - Employee Benefits: $4638.00
NSLA (State-281) - Employee Salaries: $13024.00

ACTION BUDGET: $17662
ELL funds will be spent on materials for qualifying students.
Carrie Skipper, counselor Start: 08/18/2014
End: 05/30/2015
  • Teaching Aids
ELL (State-276) - Materials & Supplies: $2488.32

ACTION BUDGET: $2488.32
Total Budget: $135882.72
Intervention: Implementing Standards Based Instructional Practices
Scientific Based Research: Standards-based Education: Putting Research into Practice, published by Ravay Snow-Renner and Patricia A. Lauer(2005).
Actions Person Responsible Timeline Resources Source of Funds
Teachers will keep a record of student performance on formative assessments.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Action Type: Technology Inclusion
Ashley Howard, Kindergarten, Morgan Drace, 1st grade, Megan McWayne, 2nd grade, Norma Anderson 3rd and 4th Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • Teachers
  • Title Teachers

ACTION BUDGET: $
SCHOOLWIDE #1 a. NEEDS ASSESSMENT-Act 35: (AIP/IRI) All students will have an Individualized Literacy Plan which will be included in their Academic Improvement Plan (AIP). Appropriate grade level assessments will be used in evaluating their individual level of performance. Parents will be contacted and provided with the opportunity to be involved in the process.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Title I Schoolwide
Ashley Howard, K, Morgan Hamilton, 1st grade, Megan McWayne, 2nd grade, Norma Anderson, 3rd and 4th Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
EVALUATION of Standards Based Instructional Practices will be done through the examination of ITBS. Refer to the Supporting Data section for evaluation results.
Action Type: Program Evaluation
Dorthy Edwards, Literacy Coach Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments

ACTION BUDGET: $
ALIGNMENT: All teachers will be involved in the school improvement process and directly involved in decision making. Teachers will meet during the school day in their common planning period in literacy or math teams to discuss student achievement and strategies needed to improve achievement.
Action Type: Alignment
Action Type: Professional Development
Action Type: Special Education
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
SCHOOLWIDE #4 d. PROFESSIONAL DEVELOPMENT:Teachers will receive 60 hours of professional development. Within those 60 hours,2 hours for Parental Involvement, 6 hours in technology, and 1 hour in discipline training and anti-bullying, special education issues to include autism, and teaching culturally and linguistically diverse students and health and safety athletic activities. Teacher will recieve instructional books for teacher professional development. Teachers are encouraged to participate in professional development that correlates with their PGP.
Action Type: Professional Development
Action Type: Title I Schoolwide
Jacinda Prince, principal Start: 07/01/2014
End: 06/30/2015
  • Outside Consultants
  • Teachers

ACTION BUDGET: $
Tyronza librarian will help implement reading strategies to enhance student achievement. Follett software will provide technical support for library.
Action Type: Technology Inclusion
Carey Smith, media specialist Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Teaching Aids
  • Title Teachers
NSLA (State-281) - Purchased Services: $1000.00

ACTION BUDGET: $1000
Curriculum and supplies will be utilized by the counselor to promote character education resulting in a safe and caring school that enhaces academic instruction for all students. 1120/66000 2120/66000
Action Type: Wellness
Carrie Skipper, counselor Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
I. TITLE I SCHOOLWIDE #10-COORDINATION OF FUNDS: To help support teachers in the Comprehensive Literacy process the classroom will be provided with resources to build up classroom books to help reinforce literacy skills and to encourage reading.
Tabitha Thacker and Bridgette Debow Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
SCHOOLWIDE #2 b. Master schedules have been changed for every grade level to allow more instructional time to meet the needs of each student, especially those who are "low achieving". Teachers will be able to base instruction from the TLI assessments, and focus on areas of weaknesses.
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Judy Meyer will be hired as an interventionist for grade k-6. She will help students to achieve common core standards. FTE 1.00 1591/62000
Action Type: Collaboration
Judy Meyer Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Teaching Aids
NSLA (State-281) - Employee Benefits: $4800.00
NSLA (State-281) - Employee Salaries: $13774.00

ACTION BUDGET: $18574
Brooke Phillips will be hired as an instructional assistant. She will assist students in small groups for interventions. 1591/61000-62000
Action Type: Collaboration
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • District Staff
Title I - Employee Salaries: $13024.00
Title I - Employee Benefits: $2813.58

ACTION BUDGET: $15837.58
Keiona Smith will tutor at risk students 30 minutes in the mornings.
Keiona Smith Start: 07/01/2014
End: 06/30/2015
  • Teaching Aids
NSLA (State-281) - Employee Benefits: $159.00
NSLA (State-281) - Employee Salaries: $735.00

ACTION BUDGET: $894
Storyboard yearly subscription will be purchased for grades 1-6. This will encourage students to become creative writers.
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Teachers
  • Teaching Aids
Title VI State - Materials & Supplies: $95.00

ACTION BUDGET: $95
Total Budget: $36400.58
Intervention: Strategies to enhance literacy instruction for all students.
Scientific Based Research: Fuchs, Douglas & Lynn S. (2005)." What is Scientifically- Based Research on Progress Monitoring?" Brooks, D. Christopher. “Space Matters: The impact of Formal Learning Environments’ On student Learning. “ British Journal of Educational Technology 42.5 (2011): 719-726. ERIC. Web. 6 Sept. 2013.
Morris, Betty. (2002). “Overcoming Dyslexia.” Shaywitz, Sally E., ( 1996). “Dyslexia” Scientific American, (1996): November.
Actions Person Responsible Timeline Resources Source of Funds
Continued development of a Family center which will provide opportunities for parents and students to become involved in student learning. The Tyronza Elementary Media Center will house the Parent Involvement Center. (ACT 307)
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Title I Schoolwide
Carey Smith, Parent Center site facilitator Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Central Office
  • Community Leaders
  • Computers
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
Teachers will use Test preparation materials and DIBELS assessments.
Action Type: Equity
Action Type: Special Education
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
NSLA (State-281) - Purchased Services: $2253.00

ACTION BUDGET: $2253
SCHOOLWIDE #4 d. PROFESSIONAL DEVELOPMENT, ALIGNMENT: Teachers in grades 3-6, resource teacher, and special ed teacher will meet to discuss and develop strategies for academic achievement in reading and math. These strategies will specifically target gaps directly related to the instruction, as identified in the PARCC assessment.
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Action Type: Title I Schoolwide
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE #1 a. NEEDS ASSESSMENT:EVALUATION of strategies to enhance literacy instruction for all students will be done through DIBELS and/or The Learning Institute. Refer to Supporting Data section for evaluation results. We will purchase renewal for our DIBELS software. 63000/65000
Action Type: Program Evaluation
Action Type: Title I Schoolwide
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments

ACTION BUDGET: $
SCHOOLWIDE #3 c. INSTRUCTION FOR HQ TEACHERS, RECRUITING AND MAINTAINING OF HQ TEACHERS:One month additional incentive pay to maintain special education teachers to remain in our district.
Action Type: Special Education
Action Type: Title I Schoolwide
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers

ACTION BUDGET: $
EVALUATION:Through the implementation of The Learning Institute assessments will be administered to students. In grades 1-6. The data will be analyzed and used to monitor and adjust instruction. This will also be used to develop interventions for students not meeting proficency. Refer to the Supporting Data section for results.
Action Type: Equity
Action Type: Title I Schoolwide
Morgan Drace 1st, Megan McWayne 2nd, Norma Anderson, 3rd and 4th grade, Bridgette Debow 5th Literacy, Tabitha Thacker 5 Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
COLLABORATION:Co-teaching program training. General teachers and special educators develop a collaborative co-teaching relationship and support system.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Special Education
Action Type: Title I Schoolwide
Jacinda Prince, principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
All 4th grade students will continue using the TLI core text, and levelized Readers. 5th, and 6th grade will use TLI. Books will be purchased for these classrooms.
Action Type: Alignment
Norma Anderson, 4th grade, Bridgette Debow 5th, Tabitha Thacker 6th Literacy Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers

ACTION BUDGET: $
For the SES Sub-Population an additional emphasis at the Fifth grade will be placed on Literary sections by using materials in the classroom that focus on Fiction, Poetry, and author’s purpose.
Action Type: Equity
Bridgette Debow 5th Literacy and Tabitha Thacker 6th Literacy Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Peer tutoring will be utilized in the classroom as a type of intervention for struggling students. This occurs with one student who is the "expert" and one student is the novice. This will be used for the students that were not proficent.
Action Type: Equity
Action Type: Special Education
Norma Anderson, 4th grade, Bridgette Debow 5th Literacy, Tabitha Thacker 6th Literacy Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments

ACTION BUDGET: $
PD FUNDS and NSLA funds will be for Teachers, administration, and literacy and math coaches will attend professional development conferences in and out of state, such as the National Reading Convention. Professional development activities will be embedded into the daily curriculum. 63000/65000
Action Type: Professional Development
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers
  • Title Teachers
PD (State-223) - Materials & Supplies: $500.67
NSLA (State-281) - Purchased Services: $10000.00
PD (State-223) - Purchased Services: $6076.00

ACTION BUDGET: $16576.67
EVALUATION OF PROGRAM ACT 807: An evaluation of the overall plan will be conducted each year to insure the plan is effective to improve the performance of students. Results of evaluation will be used to develop/revise the plan for the upcoming year. The literacy team will meet to discuss the actions contained in their priority. The faculty will then meet to discuss the team's recommendations and particpate in a school-wide evaluation. ACSIP plans will be reviewed by non-faculty members (the parental committee as stated in parental involvement action) as well. Input will be included from these individuals.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
Ashley Howard Start: 07/01/2014
End: 06/30/2015
 

ACTION BUDGET: $
Tyronza Elementary will implement the Orton Gillingham Dyslexia program for all students. We will purchase raised alphabet letters, spellers, sand trays, glass beads, and glass slates. These items will be purchased for every student in grades K-2nd.
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids
NSLA (State-281) - Materials & Supplies: $6740.00

ACTION BUDGET: $6740
Teachers will use the Frayer Model (vocabulary instruction)in their classroom weekly. Frayer Models will help students with building their vocabulary skills. When students have a background vocabulary knowledge, they will be able to comprehend text from many different genres. Teachers will also use the Elements of Reading series for vocabulary instruction.
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • School Library
  • Teachers

ACTION BUDGET: $
Assessment walls will be used to monitor student achievement after TLI testing. These walls will be in a location that teachers can look at student scores for strengths and weaknesses. After teachers find student strengths and weaknesses, they will be able to base their instruction for each child's needs.
Action Type: Collaboration
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
K-2 Teachers will attend Orton training. They will become familiar with different ways of instruction to help all learners succeed within the classroom.
Action Type: Professional Development
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Outside Consultants
  • Teachers

ACTION BUDGET: $
Total Budget: $25569.67
Intervention: COMPUTER LAB
Scientific Based Research: "What Do Students Need to Know?", Willard R. Daggett, International Center for Leadership in Education, Inc., published in Smart Start Summer Conference Program Materials Booklet, 1999 by the National School Conference Institute.
Actions Person Responsible Timeline Resources Source of Funds
All students in grades K-6 will work a minimum of 40 minutes a week in lab.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education
Action Type: Technology Inclusion
Jacinda Prince, principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • District Staff
  • School Library
  • Teachers
  • Teaching Aids
  • Title Teachers

ACTION BUDGET: $
Computer lab manager will maintain Title I computer lab for grades K-6. 1120. FTE 1.00 Survey results are as follows: 153 students were asked if they were asked if they were comfortable using a computer, 153 said yes. 153 students were asked if they had internet at home, 20 replied with no and 133 replied yes. 153 students were asked if they were comfortable asking for help in computer lab, and 153 said yes.
Action Type: Technology Inclusion
Doris Armstrong, computer para professional Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • District Staff
  • Title Teachers
Title I - Employee Salaries: $13899.00
Title I - Employee Benefits: $3943.42

ACTION BUDGET: $17842.42
EVALUATION of the use of the computer lab will be based on student survey information. It will be compiled from a technology based questionnaire. This will guide the instruction of the computer lab paraprofessional. As a result of the survey, the data compiled showed the following results: 153 students were asked if they were
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
Jacinda Prince, principal Start: 07/01/2014
End: 06/30/2015
  • Computers

ACTION BUDGET: $
The classroom teachers will collaborate with the computer lab manger to correlate required standards into designated computer time.
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology Inclusion
Doris Armstrong, Computer Lab Manager Start: 07/01/2014
End: 06/30/2015
  • Computers

ACTION BUDGET: $
Teachers will take students to the computer lab to work on common core research projects. There will be four research projects due per student each year. The research projects will be completed based on common core standards. Purchase of a computer lab printer.
Action Type: Technology Inclusion
All classroom teachers Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Teachers
  • Teaching Aids
NSLA (State-281) - Materials & Supplies: $760.00

ACTION BUDGET: $760
32 computers will be purchased to update our 7 year old computer lab. These computers will help our students with research projects. These computers will also help enhance daily instruction.
Action Type: Technology Inclusion
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Computers
NSLA (State-281) - Materials & Supplies: $21568.00

ACTION BUDGET: $21568
Students will be taught keyboarding skills in grade K-6th. This will readily prepare students for the PARCC assessment, as well as, helping prepare them for their future using technology.
Doris Armstrong Start: 07/01/2014
End: 06/30/2015
  • Computers
  • District Staff

ACTION BUDGET: $
Total Budget: $40170.42
Intervention: The East Poinsett County School District will provide sufficient administrative support and service for ongoing formative assessment of students in order to meet Common Core Standards.
Scientific Based Research: Gallagher, C., & Worth, P. (2008). Formative assessment policies, programs, and practices in the Southwest region (Issue & Answers Report, REL 2008-No. 041). Washington, DC: US Department of Education, Institute of Education Sciences, National center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. Retrieved from http:ies.ed.gov/ncee/edlabs. Heritage, M. (October 2007). Formative assessment: What do teachers need to know and do? Phi Delta Kappan. v89 n2 140-145.
Actions Person Responsible Timeline Resources Source of Funds
Identify types of formative assessment to be used.
Action Type: Technology Inclusion
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Central Office
  • Computers
  • District Staff
  • Outside Consultants

ACTION BUDGET: $
Continue contract with The Learning Institute (TLI) for assesments in math, literacy, and science.
Action Type: Alignment
Action Type: Technology Inclusion
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Teachers

ACTION BUDGET: $
Identify and train TLI site managers for test administration.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Central Office
  • Computers
  • Teachers

ACTION BUDGET: $
Conduct professional development activities and additional training to align/pace curriculum for module tests and common core standares.63000
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
Conduct professional development to run/analyze reports in order to use reports effectively.
Action Type: Alignment
Action Type: Professional Development
Action Type: Technology Inclusion
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Central Office
  • Computers
  • District Staff
  • Teachers

ACTION BUDGET: $
Conduct professional development on Quiz Builder component.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Central Office
  • District Staff
  • Teachers

ACTION BUDGET: $
Monitor use of TLI data to inform instruction.
Action Type: Alignment
Action Type: Professional Development
Action Type: Technology Inclusion
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
EVALUATION: Assess the impact on student achievement. TLI data is located in the Supporting Data section.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
Provide professional development opportunities for revision.
Action Type: Collaboration
Action Type: Professional Development
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Provide professional development to support teacher collaboration. Money from ELL was transfered to NSLA for additional professional development.
Action Type: Alignment
Action Type: Professional Development
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Provide opportunities for teachers to collaborate to analyze student work.
Action Type: Alignment
Action Type: Collaboration
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Train staff on variety of classroom assessments (teacher observation, class discussion, review of student work, etc.) to use between TLI interim assessments and Engage NY module assessments to monitor learning and to guide instructional planning as well as student remediation.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Central Office
  • Teachers

ACTION BUDGET: $
Tyronza Elementary will conduct "PEER" reviews with Lepanto and High School to help ensure ACSIP plans are meeting the needs of the students at East Poinsett County School District. Also, Tyronza Elementary will participate in a "PEER" review of ACSIP plans.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Paige Tyler, Jennifer Fithen, Melinda Hannah and Ashley Howard Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Conferencing with grade levels concerning vertical SLE alignment. Will use document created for classroom teachers to show what is taught in previous grade and extend into the next grade level.
Action Type: Alignment
Action Type: Collaboration
Anthony Dowdy Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Anthony Dowdy will continue to improve instruction in the elementary. He will also assist teachers with TLI data. He will be in charge of the TLI on our campus.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
Total Budget: $0
Goal All students will enter kindergarten ready to learn and on grade level.
Benchmark All kindergarten students will enter kindergarten on grade level as indicated by the kindergarten entry level screenings.
Intervention: One ABC preschool classroom will serve the Tyronza campus providing transtion from home to school for low income families.
Scientific Based Research: Starting at 3, a project of Education Law Center, supported by a grant from The Pew Charitable Trusts, 2005 Education Law Center
Actions Person Responsible Timeline Resources Source of Funds
Administrative support staff will be employed to facilitate ABC grant.
Melinda Hannah Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff

ACTION BUDGET: $
Program coordinator will be employed to facilitate ABC grant.
Action Type: Equity
Action Type: Special Education
Melinda Hannah Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff

ACTION BUDGET: $
Parental Involvement/community activities will be provided for pre-K parents throughout the year. Such as Grandparents day, visits throughout the community. Also, parents will be provided with information on early childhood development.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Cheri Smith, preschool Start: 07/01/2014
End: 06/30/2015
  • Community Leaders

ACTION BUDGET: $
One certified teacher and one instructional assistant will be employed on the Tyronza campus.
Action Type: Special Education
Melinda Hannah Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff

ACTION BUDGET: $
Age appropriate hands on instructional materials will be provided for preschool classrooms which will be used to develop skills needed to begin kindergarten.
Action Type: Equity
Action Type: Special Education
Cheri Smith, Preschool Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
Professional development provided by the Department of Human Resources and Early Childhood Educators will be provided for all preschool faculty. Including Pre-K Ella, frameworks, Math and Science Index.
Action Type: Professional Development
Melinda Hannah Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers

ACTION BUDGET: $
EVALUATION: of the effectiveness of the ABC preschool will be demonstrated through the DIBELS at the beginning of the kindergarten year. 2 out of 6 students from the preschool passed the DIBELS assessment in August 2014.
Action Type: Program Evaluation
Ashley Howard, Kindergarten teacher Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
Total Budget: $0
Intervention: Tyronza Elementary will continue to PROMOTE PARENTAL INVOLVEMENT
Scientific Based Research: Engaging Parents in Education: Lessons From Five Parental Information and Resource Centers publisheed in 2007 by WestEd for U.S. Department of Education. Building Successful Partnerships: A Guide to Development Parent and Family Involvement Programs published in 2000 by National Educational Services, Inc.
Actions Person Responsible Timeline Resources Source of Funds
The East Poinsett School District will prepare INFORMATIONAL PACKETS for each student.These packets will be distributed at open house and parent/teacher conferences. These packets include the following: PARENTAL ENGAGEMENT 5 (A)Parents Right To Know (B) Annual Report Card (C)Individual Student Assessment Report (D) Progress Review (E) Written State Complaint Procedures (F) Parental Communication (G) Disables Parents Right to ensure meaningful participation in Title 1, Part A Programs
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff

ACTION BUDGET: $
ACT 603 The East Poinsett County School District will host two parent/teacher confrences.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
 

ACTION BUDGET: $
SCHOOLWIDE #6 f. ACT 307 East Poinsett County School District will provide parenting books, magazines, and other materials to be check out by parents, to aid in responsible parenting. This area is known as the "Parent Center" and is located in the Lit Lab.
Action Type: Collaboration
Action Type: Parental Engagement
Christie Austin Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • Teachers

ACTION BUDGET: $
East Poinsett County Tyronza Elementary has formed a ACSIP parent committee. This committee will assist teachers with planning for tools to build the school in academics and character.
Action Type: Collaboration
Action Type: Parental Engagement
Ashley Howard Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • Teachers

ACTION BUDGET: $
Community meetings will be held to provide infomation to the parents and community about the state of the school, the curriculum, how students will be assessed, what parents expect for their child's education, and how parents can "make a difference" at EPCSD.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
The East Poinsett County School District will compile a VOLUNTEERS RESOURCE BOOK that would be available to donate their time and skills to the school. This will be compiled through an Inventory of Volunteer Interest sent home to parents.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Tabatha Burcham Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
The East Poinsett County School District will acquire statements attesting to the school district's commitment to parental involvement and distribute them to the parents/guardians of the students.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Carrie Skipper Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • Teachers

ACTION BUDGET: $
East Poinsett County School District will supply parenting tips to parents/guardians to help foster their child's success.
Action Type: Collaboration
Action Type: Title I Schoolwide
Carrie Skipper Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
East Poinsett County School District will have a parent facilitator.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Christie Austin Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • Teachers

ACTION BUDGET: $
PTA/PTO: Tyronza Elementary will be actively involved in the PTA/PTO committe formation and functioning, thereafter.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Lorrie McCorkle, Morgan Drace, Ashley Howard Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Teachers

ACTION BUDGET: $
Tyronza ELementary will notify all parents of our SCHOOL IMPROVEMENT STATUS through letters, media, school website, and public meetings.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Teachers

ACTION BUDGET: $
Tyronza Elementary will use E-School to enable parents to view their child's grades online. Passwords for each individual child will be sent home for parents at the beginning of the school year, giving access to each students grades.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
Progress Reports will be sent home to parents each 5 weeks to advise them of their child's progress in school.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Title I Schoolwide
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE #6 f. ACT 397 of 2009 Tyronza will provide instruction to parents on how to incorporate developmentally appropriate learning activities in the home environment. This will be done through educational materials that will be sent home. Also, Tyronza Elementary hosts a Literacy Day, Technology Night, and Math Night to inform parents/guardians on importance of education and how the students receive instruction in the classroom.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Wellness
Carey Smith, Dorthy Edwards, Angie Rodgers Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • Teachers
Title I - Materials & Supplies: $500.00

ACTION BUDGET: $500
Tyronza Elementary will provide books for students to take home for enhancing literacy.
Action Type: Collaboration
Dorthy Edwards Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
ACT 307 of 2009 Tyronza Elementary will provide materials determind by the school to help our parents assist in his or her child's learning.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Special Education
Carey Smith Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
PARENT TEACHER CONFRENCES Progress reports will be sent home mid-way through the grading period, following by a report card at the end of the grading period and twice yearly.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE #6 f. PARENTAL INVOLVEMENT: Employ a Parent Center coordinator, who will assist the present site facilitator with parent involvement activities. This will provide assistance for parents of pre-k through grade 12 students. Parent Center will utilize a flexible time schedule providing an opportunity for parent usage.
Action Type: Collaboration
Action Type: Parental Engagement
Chrisite Austin Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff

ACTION BUDGET: $
PARENTAL INVOLVEMENT-SCHOOL/PARENT COMPACT:East Poinsett County school district is committed to involving parents in the education of our children. Parents and students receive a policy handbook that describes the process for resolving parents' concern. This can be found in the East Poinsett County School District's handbook.
Action Type: Collaboration
Action Type: Parental Engagement
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff

ACTION BUDGET: $
SCHOOLWIDE #6 f. PARENTAL INVOLVEMENT MEETING:Parent Involvement night annual meeting to inform parents and community of school-wide plans for coming year. Parents will be asked to volunteer in their child's school to enable a better parental contact between the school and parents. We will send a survey home by students for parents to fill out their needs and wants for the parental involvement component. Materials and supplies will be purchased for parents for the night.
Action Type: Collaboration
Action Type: Parental Engagement
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Teachers

ACTION BUDGET: $
PARENTAL INVOLVEMENT: Notify parents of school's website which has school announcements, parenting tips and provides information of PTO activities. Title I parental involvment meetings, materials for parent center. 66000
Action Type: Collaboration
Action Type: Parental Engagement
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
PARENTAL INVOLVEMENT: Implement "Parental Involvement" evening (School's annual community meeting) to inform all stakeholders of our school's instructional programs, expectations, testing information, ACT 307, and other relevant information. A laptop will be purchased to enhance presentations for parents/guardians.
Action Type: Collaboration
Action Type: Parental Engagement
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Teachers

ACTION BUDGET: $
f. EVALUATION will be sent home mid year and end of the year allowing the school to access information from parents on things that are satisfactory or things that may need improvement. EVALUATION Will be through the use of parent/teacher survey. Parent input will be gathered through formative at parent teacher conferences and summative (yearly) surveys at the end of the school year. Parent surveys were passed out to 200 parents during parent teacher conferences in October and March. Of the 200, 50 surveys were returned. When parents were asked if parents were involved in school programs, 18 said yes, 26 said somewhat and 6 said they are not involved. Parents were asked if they felt welcomed in the school, 47 said yes, 3 said somewhat, and 0 said no. Parents were asked if their child's school is safe and orderly; 47 said yes it was, 3 responded somewhat, and 0 responded it was not safe. When asked if their child was treated fairly at school, 45 of parents said yes, 5 somewhat agreed and & 0 said they did not feel their child was treated fairly. Parents were asked if their child can get extra help if needed; 42 responded yes, 7 responded somewhat and 1 responded no. Parents were asked if their child's teacher holds high expectations for the students: 41 responded yes, 9 responded somewhat and 0 responded no. Parents were asked if they know what their child needs to know in order to earn a rating of proficient or advanced; 43 said yes, 7 said somewhat, and 0 said no. Parents were asked if their child's homework was meaningful; 44 said yes, 6 said somewhat and 0 said no. Parents were asked if they understand the academic and behavior standards; 44 said yes, 6 said somewhat and 0 said no. Parents were asked if the principal was willing to talk when they had concerns; 46 said yes, 3 said somewhat and 1 said no. Parents were asked if they believed teachers and staff care about their child and inspire their best effort; 44 said yes, and 6 said somewhat, and 0 said no. Parents were asked if the teachers and staff always treat them with respect; 45 said yes, 5 said somewhat; and 0 said no. Parents were asked if in addition to report cards, the teachers and staff tell them regularly how their child is doing; 34 said yes, 9 said somewhat and 7 said no.
Action Type: Parental Engagement
Action Type: Program Evaluation
Ashley Howard Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
SCHOOL/PARENT COMPACT. A school/parent compact will be sent home at the beginning of each school year. This compact will inform parents/guardians of changes that will occur in the school year. Also, this compact provides contact information for teachers, administration.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Total Budget: $500
Priority 2: Tyronza Elementary is committed to improve math skills for all students. In 2012-2013 Tyronza Elementary scored 59.72. We are a Needs Improvement school in Math. Tyronza Elementary will strive to show a gain to meet our AMO of 83.12 in 2013-2014.
Supporting Data:
  1. The following is the three year trend for the ACSIP math Priority:

    2014
    According to the trend analysis for the 2014 school the Benchmark data in math is as follows:
    3rd GRADE. Overall, 80 % scored ADVANCED /PROFICIENT, 20% scored BASIC, and 32% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 0% BELOW BASIC, 24% BASIC, 57% PROFICIENT, and 19% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 0% PROFICIENT, and 100% ADVANCED. Male 0% Below Basic, 18% Basic, 55% Proficient, 27% Advanced, Female 0% Below Basic, 18% Basic, 55% Proficient, 27% Advanced, African American 0% Below Basic, 33% Basic, 67% Proficient, 0% Advanced, Caucasian 19% Below Basic, 48% Basic, 33% Proficient, 20% Advanced, Hispanic 0% Below Basic, 0% Basic, 0% Proficient, 0% Advanced, Students with Disabilities, 0% Below Basic, 50% Basic, 50% Proficient, 0% Advanced, Non-Disabled Students, 0% Below Basic, 17% Basic, 48% Proficient, 35% Advanced. LEP Students, 0% Below Basic, 0% Basic, 0% Proficient, 0% Advanced. Weakness in MULTIPLE CHOICE: all multiple choice were above 50%. Strengths in MULTIPLE CHOICE: All areas were above 50%. Weakness in OPEN RESPONSE: geometry and measurement. Strengths in OPEN RESPONSE: algebra, data analysis and probability. The data showed that the scores remained the same. According to the trend analysis for the 2014 school the Benchmark data in math is as follows:
    4th GRADE. Overall, 53 % scored ADVANCED /PROFICIENT, 26% scored BASIC, and 21% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 24% BELOW BASIC, 29% BASIC, 24% PROFICIENT, and 24% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 100% PROFICIENT, and 0% ADVANCED. Male 20% Below Basic, 20% Basic, 30% Proficient, 30% Advanced, Female 22% Below Basic, 20% Basic, 33% Proficient, 30% Advanced, African American 0% Below Basic, 33% Basic, 67% Proficient, 0% Advanced, Caucasian 21% Below Basic, 21% Basic, 29% Proficient, 29% Advanced, Hispanic 0% Below Basic, 0% Basic, 0% Proficient, 0% Advanced, Students with Disabilities, 100% Below Basic, 0% Basic, 0% Proficient, 0% Advanced, Non-Disabled Students, 0% Below Basic, 33% Basic, 40% Proficient, 27% Advanced. LEP Students, 0% Below Basic, 0% Basic, 0% Proficient, 0% Advanced. Weakness in MULTIPLE CHOICE: geometry, measurement, data analysis and probability. Strengths in MULTIPLE CHOICE: numbers and operations and algebra. Weakness in OPEN RESPONSE: geometry and data analysis and probability. Strengths in OPEN RESPONSE: algebra, numbers and operations. The data showed that the scores had a 20% DECREASE.
    According to the trend analysis for the 2014 school the Benchmark data in math is as follows:
    5th GRADE. Overall, 49 % scored ADVANCED /PROFICIENT, 30% scored BASIC, and 22% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 23% BELOW BASIC, 29% BASIC, 38% PROFICIENT, and 10% ADVANCED. Non-economically disadvantaged 17% BELOW BASIC, 33% BASIC, 33% PROFICIENT, and 17% ADVANCED. Male 19% Below Basic, 31% Basic, 46% Proficient, 4% Advanced, Female 24% Below Basic, 29% Basic, 29% Proficient, 18% Advanced, African American 50% Below Basic, 25% Basic, 25% Proficient, 0% Advanced, Caucasian 21% Below Basic, 28% Basic, 40% Proficient, 13% Advanced, Hispanic 33% Below Basic, 50% Basic, 17% Proficient, 0% Advanced, Students with Disabilities, 54% Below Basic, 38% Basic, 8% Proficient, 0% Advanced, Non-Disabled Students, 17% Below Basic, 28% Basic, 45% Proficient, 15% Advanced. LEP Students, 0% Below Basic, 0% Basic, 0% Proficient, 0% Advanced. Weakness in MULTIPLE CHOICE: geometry, and data analysis and probability. Strengths in MULTIPLE CHOICE: numbers and operations, measurement and algebra. Weakness in OPEN RESPONSE: geometry, measurement and data analysis and probability. Strengths in OPEN RESPONSE: algebra and numbers and operations. The data showed that the scores had a 3% INCREASE.
    According to the trend analysis for the 2014 school the Benchmark data in math is as follows:
    6th GRADE. Overall, 59 % scored ADVANCED /PROFICIENT, 20% scored BASIC, and 20% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 24% BELOW BASIC, 24% BASIC, 39% PROFICIENT, and 12% ADVANCED. Non-economically disadvantaged 8% BELOW BASIC, 8% BASIC, 69% PROFICIENT, and 15% ADVANCED. Male 24% Below Basic, 19% Basic, 48% Proficient, 10% Advanced, Female 18% Below Basic, 21% Basic, 45% Proficient, 15% Advanced, African American 33% Below Basic, 0% Basic, 67% Proficient, 0% Advanced, Caucasian 23% Below Basic, 16% Basic, 48% Proficient, 14% Advanced, Hispanic 0% Below Basic, 50% Basic, 33% Proficient, 17% Advanced, Students with Disabilities, 70% Below Basic, 20% Basic, 10% Proficient, 0% Advanced, Non-Disabled Students, 9% Below Basic, 20% Basic, 55% Proficient, 16% Advanced. LEP Students, 0% Below Basic, 33% Basic, 33% Proficient, 0% Advanced. Weakness in MULTIPLE CHOICE: measurement. Strengths in MULTIPLE CHOICE: algebra. Weakness in OPEN RESPONSE: algebra and data analysis and probability. Strengths in OPEN RESPONSE: numbers and operations.
    2013
    According to the trend analysis for the 2013 school the Benchmark data in math is as follows:
    3rd GRADE GRADE. Overall, 80% scored ADVANCED /PROFICIENT, 10% scored BASIC, and10 % BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 13% BELOW BASIC, 13% BASIC, 47% PROFICIENT, and 27% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 40% PROFICIENT, and 60% ADVANCED. Male 70% ADVANCED/PROFICIENT, Female 90% ADVANCED/PROFICIENT, African American 100% ADVANACED/PROFICIENT, Caucasian 80% ADVANCED/PROFICIENT, 13% BASIC, 7% BELOW BASIC. The supporting data of the testing showed 11% INCREASE in performance. Weakness in MULTIPLE CHOICES: Measurement, Geometry, and Data and Probablilty. Strength in MULTIPLE CHOICE: Numbers and Operations- 65% compared to the state total of 71%, Data Analysis and Probability-61% compared to the state total of 73%. Weakness in OPEN RESPONSE: Numbers and Operations, Algebra, Data and Probability. For the upcoming school year we will focus specifically on Data and Analysis in O/R, and numbers and operations in O/R, Measurement, Geometry, and Algebra. (We will follow Common Core standards, and some of the weaknesses are not addressed within that grade. We will work to our best knowledge to improve the weaknesses along with the common core standards.)
    According to the trend analysis for the 2013 school the Benchmark data in math is as follows:
    4th GRADE. Overall, 73% scored ADVANCED /PROFICIENT, 17% scored BASIC, and 11% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 13% BELOW BASIC, 20% BASIC, 20% PROFICIENT, and 47% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 0% PROFICIENT, and 100% ADVANCED. Male 75% ADVANCED/PROFICIENT, Female 67% ADVANCED/PROFICIENT, African American N/A- ADVANACED/PROFICIENT, Caucasian 56% ADVANCED, 13% PROFICIENT, 19% BASIC, 13% BELOW BASIC. The supporting data of the testing showed 6% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: Numbers and Operations, Algebra, Measurement, and Data and Probability. Weakness in MULTIPLE CHOICE: Geometry. Weakness in OPEN RESPONSE: Data and Analysis and Probability and measurement. Strength in OPEN RESPONSE: Algebra, Geometry, and numbers and operations. For the upcoming school year we will focus specifically on geometry, measurement O/R, and Data Analysis and Probability O/R. (We will follow Common Core standards, and some of the weaknesses are not addressed within that grade. We will work to our best knowledge to improve the weaknesses along with the common core standards.)
    According to the trend analysis for the 2013 school the Benchmark data in math is as follows:
    5TH GRADE. Overall, 46% scored ADVANCED / PROFICIENT, 26% scored BASIC, and 28% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 33% BELOW BASIC, 28% BASIC, 33% PROFICIENT, and 7% ADVANCED. Non-economically disadvantaged 9% BELOW BASIC, 18% BASIC, 64% PROFICIENT, and 9% ADVANCED. Male 41% ADVANCED/PROFICIENT, Female 50% ADVANCED/PROFICIENT, African American 0% ADVANACED, 67% PROFICIENT, 0% BASIC, 33% BELOW BASIC. , Caucasian 7% ADVANCED, 42% PROFICIENT, 23% BASIC, 28% BELOW BASIC. The supporting data of the testing showed 15% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: Measurement, and Algebra. Weakness in MULTIPLE CHOICE: Geometry and Data Analysis/ Probability, Numbers and Operations. Weakness in OPEN RESPONSE: Numbers and Operations, Data Analysis and Probability, and Geometry. Strength in OPEN RESPONSE: Algebra, and Measurement. For the upcoming school year we will focus specifically on geometry, numbers and operations, and data analysis/probability. According to the trend analysis for the 2013 school the Benchmark data in math is as follows:
    6TH GRADE. Overall, 64% scored ADVANCED / PROFICIENT, 26% scored BASIC, and 10% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 12% BELOW BASIC, 28% BASIC, 28% PROFICIENT, and 32% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 13% BASIC, 38% PROFICIENT, and 50% ADVANCED. Male 61% ADVANCED/PROFICIENT, Female 66% ADVANCED/PROFICIENT, African American 25% ADVANACED, 25% PROFICIENT, 42% BASIC, 8% BELOW BASIC. , Caucasian 38% ADVANCED, 35% PROFICIENT, 20% BASIC, 8% BELOW BASIC. The supporting data of the testing showed 5% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: number and operations, algebra, geometry, measurement, data analysis and probability. Weakness in MULTIPLE CHOICE: N/A. Strength in OPEN RESPONSE: Geometry, algebra, and data analysis and probability. For the upcoming school year we will focus specifically on number and operations, and measurement. (We will follow Common Core standards, and some of the weaknesses are not addressed within that grade. We will work to our best knowledge to improve the weaknesses along with the common core standards.)
    2012
    According to the trend analysis for the 2012 school the Benchmark data in math is as follows: 3rd GRADE. Overall, 69% scored ADVANCED /PROFICIENT, 25% scored BASIC, and 6% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 8% BELOW BASIC, 33 % BASIC, 25% PROFICIENT, and 33% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 50% PROFICIENT, and 50% ADVANCED. Male 17% ADVANCED/PROFICIENT, Female 50% ADVANCED/PROFICIENT, African American 0% ADVANACED/PROFICIENT, Caucasian 36% ADVANCED, 29% PROFICIENT, 29% BASIC, 7% BELOW BASIC. The supporting data of the testing showed 9% DECLINE in performance. Weakness in MULTIPLE CHOICES: Measurement and Algebra. Strength in MULTIPLE CHOICE: Numbers and Operations- 72% compared to the state total of 78%. Weakness in OPEN RESPONSE: Data Analysis and Probability, Numbers and Operations. For the upcoming school year we will focus specifically on Data and Analysis, probability, and numbers and operations in O/R.
    According to the trend analysis for the 2012 school the Benchmark data in math is as follows: 4th GRADE. Overall, 79% scored ADVANCED /PROFICIENT, 11% scored BASIC, and 11% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 15% BELOW BASIC, 15% BASIC, 46% PROFICIENT, and 23% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 3% PROFICIENT, and 3% ADVANCED. Male 38% ADVANCED/PROFICIENT, Female 27% ADVANCED/PROFICIENT, African American 0% ADVANACED/PROFICIENT, Caucasian 32% ADVANCED, 47% PROFICIENT, 11% BASIC, 11% BELOW BASIC. The supporting data of the testing showed 4% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: Numbers and Operations. Weakness in MULTIPLE CHOICE: Geometry. Weakness in OPEN RESPONSE: Geometry, and measurement. Strength in OPEN RESPONSE: Data and Analysis and Probability, and numbers and operations. For the upcoming school year we will focus specifically on geometry, and measurement.
    According to the trend analysis for the 2012 school the Benchmark data in math is as follows: 5TH GRADE. Overall, 61% scored ADVANCED / PROFICIENT, 23% scored BASIC, and 16% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 19% BELOW BASIC, 21% BASIC, 36% PROFICIENT, and 23% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 30% BASIC, 30% PROFICIENT, and 40% ADVANCED. Male 27% ADVANCED/PROFICIENT, Female 26% ADVANCED/PROFICIENT, African American 18% ADVANACED, 36% PROFICIENT, 18% BASIC, 27% BELOW BASIC. , Caucasian 28% ADVANCED, 40% PROFICIENT, 18% BASIC, 15% BELOW BASIC. The supporting data of the testing showed 16% DECLINE in performance. Strengths in MULTIPLE CHOICE items were as follows: Measurement. Weakness in MULTIPLE CHOICE: Geometry and Data Analysis/ Probability. Weakness in OPEN RESPONSE: Numbers and Operations. Strength in OPEN RESPONSE: Algebra. For the upcoming school year we will focus specifically on geometry, numbers and operations, and data analysis/probability. According to the trend analysis for the 2012 school the Benchmark data in math is as follows: 6TH GRADE. Overall, 69% scored ADVANCED / PROFICIENT, 22% scored BASIC, and 9% BELOW BASIC. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 11% BELOW BASIC, 27% BASIC, 24% PROFICIENT, and 38% ADVANCED. Non-economically disadvantaged 0% BELOW BASIC, 0% BASIC, 44% PROFICIENT, and 56% ADVANCED. Male 69% ADVANCED/PROFICIENT, Female 68 % ADVANCED/PROFICIENT, African American 50% ADVANACED, 25% PROFICIENT, 25% BASIC, 0% BELOW BASIC. , Caucasian 43% ADVANCED, 29% PROFICIENT, 19% BASIC, 10% BELOW BASIC. The supporting data of the testing showed 3% INCREASE in performance. Strengths in MULTIPLE CHOICE items were as follows: number and operations. Weakness in MULTIPLE CHOICE: Data Analysis/Probability. Strength in OPEN RESPONSE: Geometry. For the upcoming school year we will focus specifically on data analysis/probability.
    2011
    According to the trend analysis for the 2011 school the Benchmark data in Math is as follows:
    3rd GRADE. Overall, 78% scored ADVANCED/PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 76%, Non-economically disadvantaged 100%, Male 63% ADVANCED/PROFICIENT, Female 91% ADVANCED/PROFICIENT, African American 0% ADVANCED/PROFICIENT, Caucasian 82% ADVANCED/PROFICIENT. The supporting data of the testing showed a performance history of a 7% DECLINE. Strengths in MULTIPLE CHOICE items were as follows: Number and Operations and Data Analysis. Weakness in MULTIPLE CHOICE: Measurement. Strengths in OPEN RESPONSE: Numbers and Operations. Weakness in OPEN RESPONSE: Algebra and Geometry. For the upcoming school year we will focus on multiple choice questions, focusing specifically in Measurement as well as open response questions focusing on algebra and measurement.
    According to the trend analysis for the 2011 school the Benchmark data in Math is as follows: 4TH GRADE: Overall, 83% scored ADVANCED / PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 79%, Non-economically disadvantaged 100%, Male 79% ADVANCED/PROFICIENT, Female 89% ADVANCED/PROFICIENT, African American 0% ADVANCED/PROFICIENT, and Caucasian 86% ADVANCED/PROFICIENT. The supporting data of the testing showed a performance history of a 10% GAIN. Strengths in MULTIPLE CHOICE items were as follows: Data Analysis and Probability, Numbers and Operations and Algebra. Weakness in MULTIPLE CHOICE: Measurement and Geometry. Strengths in OPEN RESPONSE: Numbers and Operations, and Algebra. Weakness in OPEN RESPONSE: Geometry. For the upcoming school year we will focus on Geometry and Measurement in 4th grade.
    According to the trend analysis for the 2011 school the Benchmark data in Math is as follows: 5th GRADE. Overall, 77% scored ADVANCED /PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 75%, Non-economically disadvantaged 81%, Male 82% ADVANCED/PROFICIENT, Female 69% ADVANCED/PROFICIENT, African American 75% ADVANCED/PROFICIENT, Caucasian 83% ADVANCED/PROFICIENT, Hispanic 50% ADVANCED/PROFICIENT. The supporting data of the testing showed a performance history of a 25% GAIN. Strengths in MULTIPLE CHOICE items were as follows: Algebra. Weakness in MULTIPLE CHOICE: Numbers and Operations, and Measurement. Strengths in OPEN RESPONSE: Measurement. Weakness in OPEN RESPONSE: Data and Probability. For the upcoming school year we will focus on Measurement, Numbers and Operations, and Data and Probability.
    According to the trend analysis for the 2011 school the Benchmark data in Math is as follows: 6th GRADE. Overall, 66% scored ADVANCED / PROFICIENT. Analyzing the sub-populations, they scored as follows: Economically disadvantaged 63%, Non-economically disadvantaged 79%, Male 56% ADVANCED/PROFICIENT, Female 82% ADVANCED/PROFICIENT, African American 34% ADVANCED/PROFICIENT, Caucasian 65% ADVANCED/PROFICIENT, Hispanic 100% ADVANCED/PROFICIENT. The supporting data of the testing showed a performance history of a 7% DECLINE. Strengths in MULTIPLE CHOICE items were as follows: Data Analysis and Probability and Measurement. Weakness in MULTIPLE CHOICE: Algebra and Geometry. Strengths in OPEN RESPONSE: Geometry. Weakness in OPEN RESPONSE: Measurement, and Numbers and Operations. For the upcoming school year we will focus on multiple choice questions, focusing specifically in Algebra and Geometry. In Open Response we will focus on Measurement and Numbers and Operations.
  2. 2012-2013 ITBS scores are as follows: KINDERGARTEN- none. FIRST GRADE: There were 20 students tested. Comprehension was 60% with 12/20 scoring proficient. Vocabulary was 30% with 6/20 scoring proficient. Spelling was 65% with 13/20 scoring proficient. Math- Problems was 65% with 13/20 scoring proficient. Math- Concepts was 55% with 11/20 scoring proficient. SECOND GRADE: There were 23 students tested. Comprehension was 61% with 14/23 scoring proficient. Vocabulary was 35% with 8/23 scoring proficient. Spelling was 43% with 10/23 scoring procficient. Math- Problems was 43% with 10/23 scoring proficient. Math-Concepts was 52% with 12/23 scoring proficient. ITBS FIRST GRADE WEAKNESSES: vocabulary 30%, math concepts 55%. FIRST GRADE STRENGTHS: Reading comprehension and spelling and math- problems. ITBS SECOND GRADE WEAKNESSES: Vocabulary, Spelling, Math- problems, and Math- concepts. SECOND GRADE STRENGTHS: comprehension. First grade will work to improve their vocabulary and math concepts in 2013-2014. Second grade will work to improve their vocabulary, spelling, math concepts, and math problems in 2013-2014.
    2011-2012
    2011-2012 ITBS scores are as follows: KINDERGARTEN- none. FIRST GRADE: There were 19 students tested. Reading was 43%, Language was 55% and Math 54%. There were 10 females and 9 males tested in first grade. The female population was 11.1% advanced, 44.4% proficient, 33.3% basic, and 11.1% below basic. The male population was 11.1% advanced, 55.6% proficient, 22.2% basic, and 11.1% below basic. The total combined with 11.1% advanced, 50% proficient, 27.8% below, and 11.1% below basic. SECOND GRADE: There were 19 students tested. Reading was 67%; Language was 69% and Math 62%. There were 10 females and 9 males tested in first grade. The female population was 30% advanced, 30% proficient, 30% basic, and 10% below basic. The male population was 44.4% advanced, 11.1% proficient, 22.2% basic, and 22.2% below basic. The total combined with 36.8% advanced, 21.1% proficient, 26.3% below, and 15.8% below basic. Sub Pops- FIRST GRADE: black 100% proficient, Multi Ethnic 100% proficient, White 12.5% advanced, 43.8% proficient, 31.3% basic, and 12.5% below basic. Total Ethnicity 11.1% advanced, 50% proficient, 27.8% basic, and 11.1% below basic. Sub Pops- SECOND GRADE: black 50% proficient and 50% basic, Multi Ethnic 100% proficient, White 43.8% advanced 12.5% proficient, 25% basic, and 18.8% below basic. Total Ethnicity 36.8% advanced, 21.1% proficient, 26.3% basic, and 15.8% below basic. ECONOMICALLY DISADVANTAGED-FIRST GRADE: 14 students, 46.2% Proficient, 38.5% basic, 15.4% below basic. NON-ECONOMICALLY DISADVANTAGED-FIRST GRADE: 5 students, 40% advanced 60% proficient, and 27.8% basic. Total- 11.1% advanced, 50% proficient, 27.8% basic, and 11.1% below basic. ECONOMICALLY DISADVANTAGED-SECOND GRADE: 14 students, 28.6% advanced, 28.6% proficient, 21.4% basic, and 21.4% below basic. NON-ECONOMICALLY DISADVANTAGED-FIRST GRADE: 5 students, 60% advanced and 40% basic. Total- 36.8% advanced, 21.1% proficient, 26.3% basic, and 15.8% below basic. ITBS FIRST GRADE WEAKNESSES: vocabulary 33%, math concepts 51%, and math problems 53%. FIRST GRADE STRENGTHS: Reading comprehension and spelling. ITBS SECOND GRADE WEAKNESSES: NONE- SECOND GRADE STRENGTHS: Vocabulary, comprehension, spelling, math concepts, and math problems.
  3. Tyronza Elementary School average daily attendance for the year 2010/2011 was 93%. 2011/2012 was 94.96%, and 2012/2013 was 92.1%.
  4. 2013-2014
    The TLI Data from 2013-2014 in Math showed the following areas of weakness. In 2014-2015 we will strive in making a gain in these areas. Kindergarten- No TLI data. First grade (1st) - Use addition and subtraction within 20 to solve word problems involving situations of adding, to taking from, putting together, taking apart, and comparing, with unknowns in positions, by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. 2. Apply properties of operations as strategies to add and subtract. 3. Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (addition). 4. Tell and write time in hours and half-hours using analog and digital clocks. 5. Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equals shares created smaller shares. 6. Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. 7. Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral. 8. Solve word problems that call for addition of three whole numbers who sum is less than or equal to 20, by using objects, drawings, and equations with a symbol for the unknown to represent the problem. 9. Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. 10. Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used. Second Grade (2nd) are as follows: 1. Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions (Compare: Difference Unknown) 2. Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions ( Compare: Bigger Unknown). 3. Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >,=, and < symbols to record the results of comparisons. 4. Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write and equations to express and even number as a sum of two equal addends. b. write and equation. 5. Add and subtract within 1000, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method. Understand that in adding or subtracting three-digit numbers, one adds or subtracts hundreds and hundreds, tens and tens, ones and ones, and sometimes it is necessary to compose or decompose tens or hundreds (addition). 6. Understand that the three digit number represents amounts of hundreds, tens, and ones. 7. Use addition and subtraction within 100 to solve one- and two step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknown positions. 9. Add up to four two-digit numbers using strategies based on place value and properties of operations. 10. Use addition and subtraction within 100 to solve one-and two-step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions (Result Unknown). Third Grade (3rd) are as follows: 1. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters (find perimeters). 2. Relate area to the operations of multiplication and addition. D. recognizes area as additive. Find areas of rectilinear figures by decomposing them into non-overlapping rectangles and adding the areas of the non-overlapping parts applying this technique to solve real world problems. 3. Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the sides’ lengths, finding and unknown side length, and exhibiting rectangles with the same perimeter and different areas with the same area and different perimeters (compare area and perimeter). 4. Solve two-step word problems using the four operations. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including (Addition and Subtraction). 5. Use place value understanding to round whole numbers to the nearest 10 or 100. 6. Draw a scaled picture graph and a scaled bar graph to represent a data set within several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs. (Picture graph) 7Draw a scaled picture graph and a scaled bar graph to represent a data set within several categories. Solve one-and two-step “how many more” and “how many less” problems using information presented in scaled bar graphs (bar graph). 8. Explain equivalence of fractions in special cases, and compare fractions by reasoning about their size. 9. Understand a fraction as a number on the number line; represent fractions on a number line diagram. A. represents a fraction 1/b on a number line diagram by defining the interval from 0 to 1 as the whole and partitioning it into b equal parts. Recognize that each part has size 1/b and that the endpoint of the part based at 0 locates the number 1/b on the number line. 10. Measure and estimate liquid volumes and masses of objects using standard units of grams (g), kilograms (kg), and liters (l). 6 Add, subtract, multiply, or divide to solve one step word problems involving masses or volumes that are given in the same units. Fourth Grade (4th) are as follows: 1. Apply the area and perimeter formulas for rectangles in real world and mathematical problems (perimeter). 2. Find all factor pairs for a whole number in the range 1-100. Recognize that a whole number is multiple of each of its factors. Determine whether a given whole number in the rage 1-100 is a multiple of a given one digit number. Determine whether a given whole number in the range 1-100 is prime of composite (prime or composite). 3. Apply area and perimeter formulas for rectangles in real world and mathematical problems (Area). 4. Recognize angles as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram on real world and mathematical problems by using an equation with a symbol for the unknown angle measure (find unknown angle). 5. Know relative sizes of measurement units within one system of units including km, m, cm, kg, g, lb, oz, ml, hr, min, sec; Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two-column table. 6. Recognize angles as additive. When an angle is decomposed into non-overlapping parts, the angle measure of the whole is the sum of the angle measures of the parts. Solve addition and subtraction problems to find unknown angles on a diagram on real world and mathematical problems by using an equation with a symbol for the unknown angle measure (recognize angle measure as additive). 7. Multiply of divide to solve word problems involving multiplicative comparison, by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison from additive comparison. 8. Draw points, line, line segments, rays, angles, and perpendicular and parallel lines. Identify these in tow-dimensional figures. 9. Interpret a multiplication equation as a comparison e.g. Interpret 35=5x7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations. (Interpret a multiplication equation as a comparison). 10. Multiply or divide to solve word problems involving multiplicative comparison by using drawings and equations with a symbol for the unknown number to represent the problem, distinguishing multiplicative comparison for additive comparison. (Compare-number of groups unknown). Fifth Grade (5th) are as follows: 1. Generate two numerical patterns using two given rules. Identify apparent relationships between corresponding terms. Form ordered pairs consistent of corresponding terms from the two patterns, and graph the ordered pairs on a coordinate plane. 2. Apply and extent previous understandings of multiplication to multiply a fraction of a whole number by a fraction. B. Find the area of a rectangle with fractional side lengths by tilting it with unit squares of the appropriate unit fraction side lengths, and show that the area is the same as would be found by multiplying the side lengths. Multiply fractional side lengths to find areas of rectangles and represent fraction produces as rectangular areas. 3. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. B. a solid figure can be packed without gaps or overlaps using n unit cubes is said to have a volume of n cubic units. 4. Relate volume to the operations of multiplication and addition an solve real world and mathematical problems involving volume. A. find the volume of a right rectangular prism with whole-number side lengths by packing it with unit cubes, and show that the volume is the same as it would be found by multiplying the edge lengths, equivalently by multiplying the edge lengths, equivalently by multiplying the height by the area of the base. Represent threefold whole-number products as volumes, to represent the associative property of multiplication. 5. Add and subtract fractions with unlike denominators (including mixed numbers) by replacing given fractions with equivalent fractions in such a way as to produce an equivalent sum or difference of fractions with like denominators. 6. Interpret multiplication as scaling (resizing), by: a. comparing the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication. 7. Recognize volume as an attribute of solid figures and understand concepts of volume measurement. A. A cube with side length 1 unit, called a “unit cube” is said to have “one cubic unit” of volume, and can be used to measure volume. 8. Relate volume to the operations of multiplication and addition and solve real world and mathematical problems involving volume. C. Recognize volume as additive. Find volumes of solid figures composed of two non-overlapping right rectangular prisms by adding the volumes of the non-overlapping parts, applying this technique to solve real world problems. 9. Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. 10. Apply and extend previous understandings of division to divide unit fractions by whole number and whole numbers by unit fractions. Sixth Grade (6th) are as follows: 1. Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers. 2. Understand a rational number as a point on the number line. Extend number line diagrams and coordinates axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. A. Recognize opposite signs of numbers as indicating locations on opposite sides of 0 on the number line; recognize that the opposite of the opposite of a number is the number itself. 3. Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to expression quantity, thought of as the dependent variable, in terms of the other quantity, thought as the independent variables using graphs and tables, relate these to the equation. 4. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. 5. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. 6. Apply the properties of operations to generate equivalent expression to produce the equivalent expression. 7. Solve real-world and mathematical problems by graphing points in all four quadrants of the coordinate plane. Include use of coordinates and absolute value to find distances between points with the same first coordinate or the same second coordinate. 8. Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. 9. Understand that positive and negative numbers are used together to describe quantities having opposite directions or values. 10. Write and evaluate numerical expressions involving whole-number exponents. A. write numerical expressions.
    2012-2013
    The TLI Data from 2012-2013 in Math showed the following areas of weakness. In 2013-2014 we will strive in making a gain in these areas. Kindergarten- No TLI data. First grade-No TLI data. Second Grade-Use addition and subtraction within 100 to solve one- and two- step word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, compare: difference unknown, compare: bigger unknown, write and equation, understand that the three digits of a three-digit number represent amount of hundreds, tens, ones, compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols, add up to four two-digit numbers using strategies based on place value and properties of operations, add and subtract within 1000 using concrete models or drawings and strategies based on place value, Partition circles and rectangles into two, three, or four equal shares. Third Grade- Solve two-step word problems using the four operations, use place value understanding to round whole numbers to the nearest 10 or 100, understand a fraction as a number line; represent fractions on a number line diagram, explain equivalence of fractions by reasoning their size, draw a scaled picture graph and scaled bar graph to represent a data set with several categories, bar graphs, picture graphs, relate areas to operations of multiplication and addition, solve real world and mathematical problems finding perimeter, compare area and perimeter, partition shapes into parts with equal areas. Fourth Grade- Interpret a multiplication equation as a comparison, interpret a multiplication equation as a comparison, multiply or divide to solve word problems involving multiplication comparison, compare- number of groups unknown, multiples, know relative sizes of measurement units within one system of units including: km, m, cm; kg, g, lb, oz, l, ml, hr, min, sec., Area, Perimeter, Recognize angle measure as additive, find unknown angles, draw points, lines, line segments, rays, angles, and perpendicular and parallel lines: identify these in two-dimensional figures. Fifth Grade- Write simple expressions that record calculations with numbers and interpret numerical expressions without evaluating them-read, write, and compare decimal to thousandths, add and subtract fractions with like denominators, apply and extend previous understandings of multiplication to multiply a fraction or a whole number by a fraction, interpret multiplication as scaling (resizing), Apply and extend previous understandings of division and divide unit fractions by whole number and whole numbers by unit fractions, recognize volume as an attribute of solid figures and understand concepts of volume measurement. Sixth Grade- Recognize a statistical question as one that anticipates variability in the data related to the question and accounts for it in the answers, understand a rational number as a point on the number line, use variables to represent two quantities in a real-world problem that change in relationship to one another; write and equation to express one quantity, thought of as the dependent variable in terms of the other quantity, thought of as the independent variable, understand a rational number as a point on the number line, solve real- world and mathematical problems by graphing points in all four quadrants of the coordinate plane, apply the properties of operations to generate equivalent expressions, understand a rational number as a point on the number line (coordinate plane), understand that positive and negative numbers are used together to describe quantities having opposite directions or values, write and evaluate numerical expressions involving whole-number exponents.
    11-12-THE LEARNING INSTITUTE: Analyzing data from 11-12 we found these areas that need improvement for the 12-13 school year: FIRST GRADE: Represent a whole number less than 15 in all possible ways using composition and decomposition. Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 20 with and without appropriate technology. Represent numbers to 20 in various forms. Recognize the number or quality of sets up to 10 without counting, regardless of arrangement. Compare 2 numbers, with less than 12 in each set, using objects and pictures with and without appropriate technology. Count on and back using physical models or a number line starting at any whole number to fifty. Develop an understanding of the commutative property of addition using objects. Develop and understanding of the commutative property of addition. Apply number theory: odd or even. Apply number theory: use conventional symbols to represent the operations of addition and subtraction. Demonstrate various meanings of addition and subtraction. Use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction. Use physical, pictorial and symbolic models to demonstrate various meanings of addition and subtraction. Develop strategies for basic addition. Solve addition problems by using a variety of methods. Solve subtraction problems by using a variety of methods and tools. Sort and classify objects by one or two attributes in more than one way. Identify and describe patterns in the environment. Use patterns to count. Recognize, extend, and create simple repeating patterns using a wide variety of materials and describe those using words. Interpret qualitative change. Compare three-dimensional solids. Compare and make geometric figures. Identify a line of symmetry. Replicate a simple two-dimensional figure from a briefly displayed example. Recognize that new figures can be created by combining and subdividing models of existing figures. Recognize the number of days in a week and the number of days in a month using a calendar. Orally sequence the months of a year. Recognize that an hour is longer than a minute and a minute is longer than a second. Recognize coins. Compare the value of coins. Distinguish between hot and cold temperatures on a thermometer. Recognize attributes of measurement and tools used to measure. Use a calendar to determine elapsed time. Tell time to the half-hour. Determine elapsed time in contextual situations. Determine the value of a small collection of coins. Show different combinations of coins. Select the appropriate non-standard measurement tools for length, capacity and mass. Estimate and measure the capacity, volume, length, width, weight, and mass of an object. Analyze and interpret concrete and pictorial graphs, Venn diagram, t chart. Make a true statement about the data displayed on a graph or chart. Describe probability of an event with more, less, or equally likely to occur. SECOND GRADE: Use efficient strategies to count a given set of objects in groups of 2s and 5s. Represent a whole number in multiple ways using composition and decomposition. Connect various physical models and representations to the quantities they represent using number names, numerals and number words to 100 with and without appropriate technology. Represent numbers to 100 in various forms. Determine relative position using ordinal numbers. Compare 2 numbers, less than 100 using numerals without appropriate technology. Model and use the commutative property for addition. Apply number theory. Demonstrate various meanings of addition and subtraction. Model, represent and explain division as sharing equally and represented subtraction in contextual situations. Develop strategies for basic addition facts. Demonstrate multiple strategies for adding two-digit whole numbers. Demonstrate computational fluency. State the value of a dollar. Demonstrate computational fluency. Use estimation strategies to solve addition problems and judge in reasonableness of the answer. Sort, classify, and label objects by 3 or more attributes in more than one way. Describe repeating patterns in the environment. Describe growing patterns in the environment. Use patterns to count forward and backward when given a number less than or equal to 100. Identify, describe and extend skip counting patterns from any given number. Identify a number that is more or less than any whole number less than 100 using multiples of ten. Compare the value of coins. Recognize, describe, extend, and create growing patterns using a wide variety of materials to solve problems. Select and/or write number sentences to find the unknown in problem-solving contexts involving two-digit addition and subtraction using appropriate labels. Interpret and compare quantitative change. Identify, classify and describe two-dimensional geometric figures. Use lines of symmetry to demonstrate and describe congruent figures within a two-dimensional figure. Create new figures by combining and subdividing models of existing figures. Recognize there are 12 months in a year and that each month has a specific number of days. Compare temperatures using the Fahrenheit scale. Tell time to the nearest 5 minute interval. Determine elapsed time in contextual situations in hour increments regardless of starting time. Demonstrate a given value of money up to $1.00 using a variety of coin combinations. Estimate and Measure length of an object by selecting and using appropriate tools. Identify the purpose for data collection and collect, organize, record, and display the stat using physical materials. Make simple predications for a set of given data.
  5. TLI 5th Grade Science:
    Fifth Grade (5th) are as follows: Compare the cell theory to the characteristics of a scientific theory. 2. Calculate mode from scientific data using SI units. 3. Identify the transfer of energy using pyramids; terrestrial and aquatic. 4. Identify characteristics of physical change. 5. Calculate range from scientific data using Si units. 6. Calculate median from scientific data using SI units. 7. Examine the role of limiting factors on the carrying capacity of an ecosystem: food, space, water, shelter. 8. Conduct investigations using: inclined planes-ramps. 9. Compare the human body’s mass to weight on Earth, the moon, and other planets in our solar system. 10. Explain the role of observation in the development of a theory.
Goal Students will improve math performance in all areas.
Benchmark Tyronza Elementary scored a 59.09. We are a Needs Improvement school in Math. We will continue to strive to show growth in 2014-2015 school year, in order to make AMO of 83.12.
Intervention: Provide a standards based math program utilizing Common Core Math Curriculum.
Scientific Based Research: U.S. Department of Education, " What works Clearinghouse: EnVisionMATH" January, 2013.
PRWeb, "Reserach Study Shows Stunning Gains for Elemenrtary Student with Person's enVisionMATH Program" April, 2010.
An Action Based Research Study on How Using Manipulatives will Increase Students' Achievement in Mathematics. Published by Crystal Allen in 2007.
Standards, Assessments, and Accountability (2009) National Academy of Education.
Actions Person Responsible Timeline Resources Source of Funds
SCHOOLWIDE #7- g. EVALUATION of the Common Core Math program will be done through the math portion of the PARCC assessment and implementation of The Learning Institute assessments. Refer to the Supporting Data for evaluation results.
Action Type: Program Evaluation
Angie Rodgers, Math Coach Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments

ACTION BUDGET: $
Faculty and staff will display Frayer Models with student friendly definitions and a given example, exposing students to vocabulary linked to Algebra, Measurement, Data Analysis, Geometry, and Number Operations. The words will reflect vocabulary from the Common Core Math curriculum according to grade level. Also, each math teacher will be responsible for their own classroom "math word wall".
Action Type: Collaboration
Angie Rodgers, Math Coach Start: 07/01/2014
End: 06/30/2015
 

ACTION BUDGET: $
Master schedules have been changed for every grade level to allow more instructional time to meet the needs of each student, especially those whom are "low achieving". Teachers will be able to base instruction from the TLI assessments,District generated assessments and focus on areas of weaknesses.
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
2 smartboards will be purchased to enhance our daily instruction. These smartboards will help reach the individual needs of every student.
Action Type: Technology Inclusion
Janice Baine and Tabitha Thacker Start: 07/01/2015
End: 06/30/2015
  • Teachers
NSLA (State-281) - Capital Outlay: $8759.00

ACTION BUDGET: $8759
EnVision math will be used as a supplement to our Engage NY curriculum.
Angie Rodgers Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
Total Budget: $8759
Intervention: Strategies to enhance math instruction for all students.
Scientific Based Research: A Job-Embedded Professional Development: What It Is, Who is Responsible, and How to Get It Done Well, published by Andrew Croft, Jane G Coggshall, ph.D., Megan Dolan, Ed. D., Elizabeth Powers, Joellen Killion in 2010.
Michelle Larocque, Ira Kleiman, and Sharon M. Darling. (2011) "Parental Involvement: The Missing Link in School Achievement". 55(3), 115-122.
Actions Person Responsible Timeline Resources Source of Funds
SCHOOLWIDE # 4 d. PROFESSIONAL DEVELOPMENT: On-going Common Core training provided by our math coach. Engage New York math curriculum will be implemented into each grade level K-6.
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Angie Rodgers, Math Coach Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Teachers
  • Title Teachers

ACTION BUDGET: $
Teachers will provide daily activities for math fluency skills to help implement Common Core Math Currriculum.
Action Type: Equity
Action Type: Special Education
All Math Teachers K-6 Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE #7 g. POINT IN TIME REMEDIATION: Math instruction will include more items requiring problem solving, open ended responses, and short answers emphasizing weak areas.
Action Type: Special Education
Action Type: Title I Schoolwide
3rd & 4th, Aimee Wray, Kate Williams, 5th, Teresa Hall 6th Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers

ACTION BUDGET: $
NEEDS ASSESSMENT-ACT 35: (AIP/IRI) All teachers will develop academic improvement plans (AIPs) for students not performing on the proficient or advanced level. Teachers will collaborate with the previous year’s teacher, parents, and students in the construction of individual Academic Improvement Plans.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Title I Schoolwide
Angie Rodgers, Math Coach, Rosalie Slaughter, Resource Teacher/Interventionist Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers

ACTION BUDGET: $
TRANSITION: In the spring, a "step-up" day will be held for 6th grade students entering the 7th grade in the fall. This is to enable students to become familiar with the learning environment.
Action Type: Collaboration
Action Type: Special Education
John Kelly, Junior and Senior High School principal Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE # 7 g. EVALUATION of the mapping and alignment will be by the classroom teacher upon completion of each unit as prescribed by the standards in Common Core Math Curriculum. The teachers will align the curriculum based off PARCC assessment. Refer to the Supporting Data section for evaluation results.
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Angie Rodges Math Coach and Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
COLLABORATION:Co-teaching program training. General teachers and special educators develop a collaborative coteaching relationship and support system.
Action Type: Collaboration
Brenda Pittman, Resource Teacher & Classroom Teachers Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
SCHOOLWIDE #2 b. Assessment walls will be used to monitor student achievement after TLI testing and district generated testing. These walls will be in a location that teachers can look at their scores for strengths and weaknesses. After teachers find their strengths and weaknesses, they will be able to base their instruction on each child's needs, especially those who are "low achieving."
Jacinda Prince, Principal, Angie Rodgers, Math Coach, and All math teachers K-6 Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Computers
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
SCHOOLWIDE #3 c. INSTRUCTION FOR HQ TEACHERS, RECRUITING AND MAINTAINING OF HQ TEACHERS:One month additional incentive pay to enhance special education teachers to remain in our district. Elementary principal will mentor all new personnel, as well as teachers with identified deficiencies written in an improvement plan to help them become highly qualified. The HOUSSE survey will be utilized to determine highly qualified status. Recruitment of staff is done through advertising in the administrators bulletin, Jonesboro Sun, Arkansas Democrat and the teacher hotline. Professional development is provided by Crowley's Ridge Coop.
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
#9- I. TITLE I SCHOOLWIDE COORDINATION OF FUNDS-Disecting materials will be purchased for 5th and 6th grade students. BrainPop subscription will be purchased for students to use within the science classroom.
Janice Baine, 5th & 6th Grade Science teacher Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
11 ipads and 1 mac computer will be purchased to run the ipad mobile card. The mobile cart will help enhance instruction within the classroom. The mobile cart will hold 30 ipads and students will have one to one with the devices.
Action Type: Technology Inclusion
Jacinda Prince Start: 07/01/2014
End: 06/30/2015
  • Computers
  • Teachers
  • Teaching Aids
NSLA (State-281) - Materials & Supplies: $5334.00
NSLA (State-281) - Capital Outlay: $1182.00

ACTION BUDGET: $6516
Dissecting materials will be purchased for the 5th and 6th grade science classrooms
Janice Baine Start: 07/01/2014
End: 06/30/2015
  • Teachers
  • Teaching Aids
Title VI State - Materials & Supplies: $1700.00

ACTION BUDGET: $1700
Total Budget: $8216
Intervention: Tyronza Elementary will offer after school tutoring to all students in grades k-2 who qualify based on math and literacy scores from The Learning Institute and District Generated Testing.
Scientific Based Research: Reducing Dropout Rates through Expanded Learning Opprotunities: Published in 2009 by NGA Center for Best practices.The Effects of an After-School Tutoring Program on the Academic Performance of At-Risk Students and Students with LD. Authors. Hock, M. Pulvers, K., Deshler, D., Schumaker, J. Source: Remedial & Special Education May/June 2001, Vol. 22 Issue 3, pg. 172, 15p.
Actions Person Responsible Timeline Resources Source of Funds
Qualified staff will be hired to provide after school tutoring for those students who qualify. Teachers will be paid $35.00 per hour for 48 tutoring days. Snacks will be provided for tutoring students.
Action Type: Collaboration
Action Type: Equity
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
Title I - Materials & Supplies: $1570.00
Title I - Employee Salaries: $11760.00
Title I - Employee Benefits: $2548.00

ACTION BUDGET: $15878
Tyronza Elementary will use Engage New York Mathematics and Orton Literacy to guide their instruction.
Action Type: Alignment
Angie Rodgers/ Dorthy Edwards Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
EVALUATION: The after school program will be evaluated based on the implementation of The Learning Institute, DIBELS and District generated math and literacy testing. Refer to supporting data section for weaknesses and strengths.
Action Type: Program Evaluation
Angie Rodgers/Dorthy Edwards Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments

ACTION BUDGET: $
Tyronza Elementary will purchase materials for each classroom for after school tutoring.
Action Type: Equity
Angie Rodgers Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Total Budget: $15878
Priority 3: Tyronza Elementary has implemented a Wellness Plan for all students, which is designed to meet the physical and emotional needs of each child. This plan includes the exposure to exersice, eating healthy, and keys to living a healthy life style.
Supporting Data:
  1. The BMI Classifications are as follows for the East Poinsett County School District: The BMI Classifications are as follows for the East Poinsett County School District:
    The BMI classifications for male and female students in each grade are listed below: 2013-2014 BMI Results
    Kindergarten: 39 males were tested, 66.7% were healthy or underweight and 33.3% were overweight or obese. 28 females were tested, 64.3% were healthy or underweight and 35.7% were overweight or obese. FIRST GRADE n/a SECOND GRADE: 32 males were tested, 56.2% were healthy or underweight and 43.8% were overweight or obese. 17 females were tested, 70.6% were healthy or underweight and 29.4% were overweight or obese. THIRD GRADE: n/a FOURTH GRADE: 26 males were tested, 30.8% were healthy or underweight and 69.2% were overweight or obese. 21 females were tested, 52.4% were healthy or underweight and 47.6% were overweight or obese. FIFTH GRADE n/a SIXTH GRADE 20 males were tested, 35% were healthy or underweight and 65% were overweight or obese. 32 females were tested, 40.6% were healthy or underweight and 59.4% were overweight or obese.
    12/13:KINDERGARTEN 14 males tested, 64.3% healthy weight and 35.7% Obese. 32 females tested, 62.5% healthy weight and 37.5% Obese. SECOND GRADE: 20 males tested, 50% healthy weight and 50% obese. 26 females tested 57.7% healthy weight and 42.3% obese. FOURTH GRADE: 25 males tested, 52% healthy weight and 54.5% obese. 33 females tested, 54.5% healthy weight and 45.5% obese. SIXTH GRADE: 25 males tested, 56% healthy weight and 44% obese. 29 females tested, 48.3% healthy weight and 51.7% obese.
    11/12:KINDERGARTEN 31 males tested, 54.8% healthy weight and 45.2% Obese. 19 females tested, 63.25% healthy weight and 36.8 Obese. SECOND GRADE: 23 males tested, 39.1% healthy weight and 60.9% obese. 29 females tested 51.7% healthy weight and 48.3% obese. FOURTH GRADE: 24 males tested, 29.2% healthy weight and 70.8% obese. 33 females tested, 51.5% healthy weight and 48.5% obese. SIXTH GRADE: 29 males tested, 48.3% healthy weight and 51.7% obese. 25 females tested, 52% healthy weight and 48% obese.
    Our conclusions from the data are: East Poinsett County School District needs to continue to work with our students on teaching a healthy life style that our students should live by daily. Students should also be involved in daily physical education, so that the students are learning how to exercise and maintain an healthy physique.
    The BMI Classifications are as follows for the East Poinsett County School District: Year 10/11: KINDERGARTEN there were 25 males tested, there were 40% that were at a healthy weight, and there were 60% overweight or obese. There were 27 females tested, there were 66.7% that were at a healthy weight, there were 39.3% overweight or obese. FIRST GRADE: No test was given. SECOND GRADE: There were 22 males tested, there were 50% that were at a healthy weight, there were 50% overweight or obese. There were 34 females tested, there were 55.9% that were at a healthy weight, there were 44.1% overweight or obese. THIRD GRADE: There were no results given. FOURTH GRADE: were 27 males tested, there were 51.9% that were at a healthy weight, there were 48.1% overweight or obese. There were 34females tested, there were 54.2% that were at a healthy weight, there were 45.8% overweight or obese. FIFTH GRADE: There were no results given. SIXTH GRADE: There were 34 males tested, there were 47.1% that were at a healthy weight, there were 52.9% overweight or obese. There were 24 females tested, there were 41.7% that were at a healthy weight, there were 58.3% overweight or obese.
    2009-2010 KINDERGARTEN there were 25 males tested, there were 52% that were at a healthy weight, there were 48% overweight or obese. There were 30 females tested, there were 66.7% that were at a healthy weight, there were 33.3% overweight or obese. FIRST GRADE: There were no results given. SECOND GRADE: There were 30 males tested, there were 53.3% that were at a healthy weight, there were 46.7% overweight or obese. There were 32 females tested, there were 53.1% that were at a healthy weight, there were 46.9% overweight or obese. THIRD GRADE: There were no results given. FOURTH GRADE: were 36 males tested, there were 63.9% that were at a healthy weight, there were 36.1% overweight or obese. There were 23 females tested, there were 69.6% that were at a healthy weight, there were 30.4% overweight or obese. FIFTH GRADE: There were no results given. SIXTH GRADE: There were 32 males tested, there were 53.1% that were at a healthy weight, there were 46.9% overweight or obese. There were 25 females tested, there were 48% that were at a healthy weight, there were 52% overweight or obese. Are conclusions from the data are: East Poinsett County School District needs to continue to work with our students on teaching a healthy life style that our students should live by daily. Students should also be involved in daily physical education, so that the students are learning how to exercise and maintain an healthy physique.
Goal Tyronza Elementary has implemented a Wellness Plan for all students, which is designed to meet the physical and emotional needs of each child.
Benchmark Tyronza Elementary will strive to improve the wellness of all students.By the school year 14-15 there will be a decrease of the average Body Mass Index for students in all grades as evaluated by the annual BMI screening by our school nurse.
Intervention: Tyronza Elementary School will encourage strategies and activities that encourage a non-sedentary lifestyle.
Scientific Based Research: Madsen, Kristine A., Katherine Hicks, and Hannach Thompson. “Physical Activity and Positive Youth Development: Impact of a School-Based Program.” Journal of School Health 81.8 (2011): 462-470. Academic Search Elite. Web. 6 Sept. 2013
Basch, Charles (2010). “Healthier Students are Better Learners: A missing link in school reforms to close the achievement gap”. Retrieved from EBSCOHOST.
Actions Person Responsible Timeline Resources Source of Funds
Encourage participation in programs that support physical activity like walking challenges, jumprope-a-thons,hoops for heart, fitness classes, pee-wee sports, cheerleading.
Action Type: Title I Schoolwide
Action Type: Wellness
Jim Duffel, Physical Education Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games and computer time.
Action Type: Parental Engagement
Action Type: Wellness
Jim Duffel, Physical Education Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Students will be limited by state requirements of receipt of snacks with high sugar or fat content.
Action Type: Title I Schoolwide
Action Type: Wellness
Jacinda Prince, Principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • Teachers

ACTION BUDGET: $
Students will spend a minimum of 60 minutes per week in physical education.
Action Type: Wellness
Jim Duffel, Physical Education Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Tyronza is contracted with Families, Inc. to work with students in a school setting. We will provide welfare for children in need. 3351/66000
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Wellness
Carrie Skipper, Counselor Start: 07/01/2014
End: 06/30/2015
  • District Staff
  • Outside Consultants

ACTION BUDGET: $
Tyronza Elementary has a part time physical education teacher instructor on staff to meet the needs of all students in K-6.
Action Type: Wellness
Jim Duffel, Physical Education Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Training will be made available for teachers in CPR. This training will be provided by a local EMT.
Action Type: Wellness
Jacinda Prince, principal Start: 07/01/2014
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers
  • Teaching Aids

ACTION BUDGET: $
EVALUATION: Surveys will be sent home to parents and given to students to allow information on rating the physical fitness and knowledge of nutrition. This will guide instruction for the following year. Surveys gathered in the 2012-2013 school year indicated that 145 students enjoy P.E., 50 somewhat like P.E.,0 and do not.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Wellness
Jim Duffel, PE instructor Start: 07/01/2014
End: 06/30/2015
  • Performance Assessments
  • Teachers

ACTION BUDGET: $
EVALUATION: The student's performance will be evaluated based on age and skill and will be compared to National Health Standards.(BMI) Results are as follows: The BMI Classifications are as follows for the East Poinsett County School District: The BMI classifications for male and female students in each grade are listed below: 2013-2014 BMI Results Kindergarten: 39 males were tested, 66.7% were healthy or underweight and 33.3% were overweight or obese. 28 females were tested, 64.3% were healthy or underweight and 35.7% were overweight or obese. FIRST GRADE n/a SECOND GRADE: 32 males were tested, 56.2% were healthy or underweight and 43.8% were overweight or obese. 17 females were tested, 70.6% were healthy or underweight and 29.4% were overweight or obese. THIRD GRADE: n/a FOURTH GRADE: 26 males were tested, 30.8% were healthy or underweight and 69.2% were overweight or obese. 21 females were tested, 52.4% were healthy or underweight and 47.6% were overweight or obese. FIFTH GRADE n/a SIXTH GRADE 20 males were tested, 35% were healthy or underweight and 65% were overweight or obese. 32 females were tested, 40.6% were healthy or underweight and 59.4% were overweight or obese. Our conclusions from the data are: East Poinsett County School District needs to continue to work with our students on teaching a healthy life style that our students should live by daily. Students should also be involved in daily physical education, so that the students are learning how to exercise and maintain an healthy physique.
Action Type: Title I Schoolwide
Action Type: Wellness
Jim Duffel, Physical Education Start: 07/01/2014
End: 06/30/2015
  • Teachers

ACTION BUDGET: $
Total Budget: $0

  • Planning Team

    Classification Name Position Committee
    Classroom Teacher Aimee Wray 3rd and 4th Math Math
    Classroom Teacher Ashley Daniels Howard Kindergarten Literacy
    Classroom Teacher Brenda Pittman Resource Math
    Classroom Teacher Cheri Smith pre k teacher Literacy
    Classroom Teacher Christie Austin Parent Coordinator Parent Coordinator
    Classroom Teacher Janice Baine 5th grade science and social studies Math
    Classroom Teacher Kate Williams 5th Grade Math Math
    Classroom Teacher Megan McWayne 2nd grade Literacy
    Classroom Teacher Morgan Hamilton Drace 1st grade Literacy Chair
    Classroom Teacher Norma Jean Anderson 3rd and 4th Literacy Literacy
    Classroom Teacher Paige Tyler G/T Coordinator Literacy and Math
    Classroom Teacher Rosalie Slaughter Resource Teacher/Interventionist Math
    Classroom Teacher Tabatha Thacker 6th Grade Literacy
    Classroom Teacher Teresa Hall 6th Grade Math Math
    District-Level Professional Angie Rodgers Math Coach Math
    District-Level Professional Anthony Dowdy TLI Coordinator Math and Literacy
    District-Level Professional Bridgette Debow 5th Grade Literacy Literacy
    District-Level Professional Cindy Kimbrell School Nurse wellness
    District-Level Professional Gary Williams Superintendent Literacy and Math
    District-Level Professional Mike Kelly Technology Coordinator Literacy and Math
    District-Level Professional Mitzi Malone District Treasurer Literacy and Math
    Non-Classroom Professional Staff Brooke Phillips Instructional Assistant Math
    Non-Classroom Professional Staff Carey Smith Media Specialist/Literacy Literacy and Math
    Non-Classroom Professional Staff Carrie Skipper Counselor Literacy
    Non-Classroom Professional Staff Christy Busby Custodian Math
    Non-Classroom Professional Staff Diana Guerrant Art Math
    Non-Classroom Professional Staff Donna Turner Custodian Wellness
    Non-Classroom Professional Staff Doris Armstrong Computer Lab Math
    Non-Classroom Professional Staff Dorthy Edwards Literacy Coach Literacy
    Non-Classroom Professional Staff Jan Mullins Instructional Assistant Math
    Non-Classroom Professional Staff Jennifer Carney Music Teacher Literacy
    Non-Classroom Professional Staff Jim Duffel Physical Education Wellness
    Non-Classroom Professional Staff Judy Meyer Interventionist Literacy
    Non-Classroom Professional Staff Melinda Hannah Federal Programs Director District School Improvement Chairperson
    Non-Classroom Professional Staff Peggy Permenter Instructional Assistant Math
    Non-Classroom Professional Staff Tabatha Burcham Elementary Secretary Math
    Parent Adam Rhodes Parent Wellness
    Parent Dena Tyler Parent Math
    Parent Eric Driver parent Wellness
    Parent Lorrie McCorkle Parent Literacy
    Parent Mandi Gordon Parent Literacy
    Parent Sandi Carroll Parent Math
    Parent Shannon Hosman Parent Literacy
    Parent Tina Rains Parent Math
    Principal Jacinda Prince Principal Literacy