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Ellen Smith Elementary School

School Action Plan
2018-2019

Area of Concern/Need
Using the the 2017 student performance data below, reading was identified by
administration and the school leadership team as a need.

Grade Assessment Results

K NWEA 40% moderate/ready
60% low achieving

1 NWEA 42% moderate/ready
58% low achieving

2 NWEA 27% moderate/ready
73% low achieving

3 ACT Aspire 55th percentile

4 ACT Aspire 62nd percentile

Goal
● Kindergarten-Second grade classroom teachers will work to increase grade level
RIT scores by 4 points as evidenced by NWEA.
● Each third grade classroom teacher will work to move three students to “Close”
and two to “Ready” on the ACT Aspire.
● Fourth grade classroom teachers will work to collectively move eight students to
“Close” and four to “Ready” on the ACT Aspire.

Strategies
Teachers will:
● Differentiate reading instruction based on individual student needs.
● Implement and incorporate Classworks as a means to tailor instruction for the
individual student.
● Kindergarten teachers will implement reading instruction in the classroom that
aligns with the science of reading and methods as outlined by RISE Arkansas.
● Teach students the fundamental rules of spelling through an explicit, systematic
word study program.
Professional Development
● RISE Training – Grade K
Days 1 – 3 June 2018
Days 4 – 6 Fall 2018
● Connections Spelling – Grade 2
● ELA/Grammar Training – Grades 2-4
● Classworks Training – All grades
All professional development will be provided summer 2018 with continued support
throughout the year in collaboration. District staff, as well as building level staff, will be
utilized to provide needed support.

Implementation Plan
Implementation Timeline: August 2018 - May 2019
Classroom Teachers
● Kindergarten teachers will teach reading using strategies learned in RISE
training.
● Teachers in grades 1-2 will implement and utilize Connections Spelling as a way
to teach students syllable types, as well as spelling and reading rules.
● All classroom teachers will monitor student achievement and growth using
assessments such as NWEA/ACT Aspire, DIBELS, and progress monitoring of
independent reading levels via Classworks.
● Classworks will be utilized by classroom teachers as a way to provide
individualized instruction/review for all students. Student assignments in
Classworks will be based on performance on the NWEA/ACT Aspire, as well as
the Universal Screener.

Evaluation
DIBELS BOY Assessment - to be completed Mid-September (grades 1- 4)
DIBELS MOY Assessment - to be completed end January 2019 (grades K-4)
DIBELS EOY Assessment - to be completed Mid-May 2019 (grades K-4)
DIBELS Progress Monitoring - to be completed bi-weekly October 2018 - April 2019
NWEA Interim Assessments - September 2018, December 2018, March 2019
ACT Aspire Assessments - September/October 2018, February/March 2019, April 2019

Administration, the guidance counselor, the instructional facilitator, and individual
classroom teachers will analyze interim assessments from NWEA/ACT Aspire to
monitor and track growth among individual students. Teachers will periodically progress
monitor all students independent reading levels and will report those reading levels to
administration and the instructional facilitator each nine weeks.
Those students identified as needing Tier II or Tier III instruction, as defined by RTI, will
be progress monitored according to DIBELS guidelines. Teachers of students receiving
Tier II and Tier III instruction will also report those students independent reading levels
monthly as part of our RTI plan.

Area of Concern/Need
The area of math was identified as a need as evidenced by the 2017 student data
below. This area of need was identified by administration and school leadership,
consisting of classroom teachers, instructional facilitator, and counselor.

Grade Assessment Results

K NWEA 67% moderate/ready
33% low achieving

1 NWEA 70% moderate/ready
30% low achieving

2 NWEA 51% moderate/ready
49% low achieving

3 ACT Aspire 66th percentile

4 ACT Aspire 62nd percentile

Goal
● Kindergarten-Second grade classroom teachers will work to increase grade level
RIT scores by four points as evidenced by NWEA.
● Each third grade classroom teacher will work to move two students to “Close”
and three to “Ready” on the ACT Aspire.
● Fourth grade classroom teachers will work to collectively move eight students to
“Close” and four to “Ready” on the ACT Aspire.

Strategies
● Teachers will differentiate instruction for students based on a Classworks pre-test
to provide the level of needed support.
● Classroom teachers will continue to implement Eureka Math Curriculum.
● Teachers will utilize highly effective questioning techniques
● Use consistent math vocabulary throughout grades K-4
Professional Development
● Classworks Training - all grade levels,
● Eureka Math Training - all grade levels
All professional development will be provided summer 2018 with continued support
throughout the year in collaboration. District staff, as well as building level staff, will be
utilized to provide needed support.

Implementation Plan
Implementation Timeline: August 2018 - May 2019
Classroom Teachers
● All classroom teachers will monitor student achievement and growth using
assessments such as NWEA/ACT Aspire and progress monitoring of individual
performance using classroom assessments.
● Classworks will be utilized by classroom teachers as a way to provide
individualized instruction/review for all students. Student assignments in
Classworks will be based on performance on the NWEA/ACT Aspire, as well as
the Universal Screener.

Evaluation
Administration, the guidance counselor, the instructional facilitator, and individual
classroom teachers will analyze interim assessments from NWEA/ACT Aspire to
monitor and track growth among individual students. Teachers will periodically progress
monitor all students independent math achievement and will report to administration and
the instructional facilitator each nine weeks.
Those students identified as needing Tier II or Tier III instruction, as defined by RTI, will
be progress monitored using individual Classworks performance. Teachers of students
receiving Tier II and Tier III instruction will also report those students math progress
monthly as part of our RTI plan.

Area of Concern/Need
The area of Student Engagement, specifically student attendance, was identified as a
need as evidenced by data from e-School and ESSA reports. Daily attendance rates at
Ellen Smith for the 2017-2018 school year were at 97.02%. However, tardies for the
2017-2018 were over 1,900 total. This number includes late arrival and early checkout
tardies. As a school, we feel that this large number of tardies has a direct impact on
student achievement and classroom performance.
This area of need was identified by administration and school leadership, consisting of
classroom teachers, instructional facilitator, and counselor.
Goal
● To reduce the schoolwide number of tardies by 10 tardies each nine weeks.
● To reduce the schoolwide number of absences by 3% for the 2018-2019 school
year.

Strategies
● After 3 absences/tardies within a nine weeks, the classroom teacher will contact
the parent/guardian.
● After 4 absences/tardies within a nine weeks, the principal will contact the
parent/guardian.
● Inform parents of the importance of classroom attendance and its effect on
classroom performance
● Review attendance records with parents at conference times
● Utilize contracts between parents, students, and teachers to encourage and
promote accountability as it relates to attendance
● Provide a schoolwide incentive program to encourage attendance for the entire
school day (students will arrive by 8:10 and remain at school until 3:10)

Professional Development
Teachers will be provided with professional development in staff meetings and
collaboration using resources from ADE/Attendance Works.

Implementation Plan
Implementation Timeline: August 2018 - May 2019
● Classroom teachers will provide parents with information about the importance of
attendance at Open House in September 2018.
● Tools for parents will be provided throughout the school year using various
means such as Facebook, the Ellen Smith website, and activities/materials to be
sent home with Interim Reports/Report Cards that would encourage parents
thinking about the importance of attendance.
● Administration and the instructional facilitator will provide professional
development to teachers and parents on the importance of attendance and
engagement, specifically how those areas affect academic growth.
● Students will be recognized within their classrooms for meeting attendance and
academic goals.
● A school wide celebration will be held for increasing quarterly attendance
Evaluation
Intervention Meetings - October 2018, January 2019, March 2019, May 2019
Administration, the guidance counselor, the instructional facilitator, and individual
classroom teachers will identify students who are at risk of academic regression due to
poor attendance or engagement. Attendance data will be reviewed during Intervention
Team Meetings. Academic and attendance data will be compared in order to determine
impact of attendance to an individual students academic growth. Administration, the
guidance counselor, and the instructional facilitator will review and compare ESSA data
from 2017-2018 and 2018-2019 school year to determine if a reduction in absences
took place and its possible effect on academic growth.