DISTRICT ACTION PLAN
FOR IMPLEMENTING RECOMMENDATIONS FROM THE
SCHOOL EFFECTIVENESS REVIEW PROCESS
District: Progressive School District
Superintendent/Conservator: Will N. Crease, Supt.
District Rating: D
School Year: 2014-15
Complete the action plan for all federal funds budgeted off-the-top at the district level and demonstrate how these funds directly impact
student achievement in all schools receiving federally funded services.
District off-the-top set-asides of Title I funds include the following budgeted amounts and use of funds:
Priority school funding
Professional development for non-highly qualified
teachers
Additional support for homeless students
Parent involvement
$150,000 BeBetter Elementary School, in keeping with provisions of its
schoolwide plan, will use priority funds to employ an additional school
counselor, purchase interactive technology for subject area teachers, and
provide extended learning time after the school day and also at the end of
the school year. The set-aside does not equal the required 20% of the
allocation. However, the school also receives 1003(a) school
improvement funds to bring the total to $200,000. The majority of the
1003(a) funds will provide targeted professional development to improve
instruction. The school also receives an equitable share of Title I funds
for two class size reduction teachers.
The entire set-aside is focused on use of instructional tools and improved
student support with subsequent improvement in student achievement.
$5,000 Efforts will be made to employ an additional counselor for BeBetter High
School who is certified in behavioral interventions. If a counselor cannot
be hired with the credentials, assistance will be provided to gain the
certification. The direct impact on student achievement/school ratings is
both improved academic achievement and the reduction in the dropout
rate in order to improve graduation rates.
$2,500 One school is not served with Title I funds, therefore, the set-aside for
homeless students’ support will provide instructional supplies for all
identified students. The direct support of achievement is the assurance of
homeless students being provided the same positive instructional
environment as all other students.
$40,000 In addition to the required 1%, ($10,000) distributed to schools, $30,000
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Administration
$150,000
Additional professional development
$50,000
School nurse
$50,000
School counselor
$50,000
EL services
$30,000
Pre-kindergarten
$75,000
will be used to provide a districtwide parent center to provide in-home
instructional tools for parents and overall involvement of parents in the
education of their children. The results will be improvement in academic
achievement through a partnership with the school.
A part-time federal programs director and a part-time administrative
assistant will be employed with the remaining salary/benefits costs paid
from district sources. Administrative funds will also provide maintenance
of office equipment, travel, supplies, dues and fees, and indirect cost. The
direct connection to student achievement is the oversight of federal funds
to ensure maximum targeted benefit without supplanting district
requirements to meet accreditation standards.
Funds will be used to pay for consultants from instructional improvement
groups with proven records of positive impact on teacher effectiveness
resulting in improved student achievement. The consultants will work in
classrooms with teachers as instructional coaches. The expected
outcomes is improved achievement through targeted training of teachers
in order to provide research based instruction to all student.
A nurse will be employed to work in all district schools. The benefit to
students and impact on achievement centers on healthy students attending
school on a consistent basis.
An additional counselor with certification in behavior interventions will
be assigned BeBetter High School. However, if the need arises at other
schools, the counselor will work with each school’s counselor to provide
plans of behavioral improvement. The intervention of counselors in
behavioral issues increase attendance at school and improved focus on
academic achievement
Title I funds will pay a portion of the cost of services for non-English
speaking students. Remaining costs will be paid with Title III and district
funds. Assistance will ensure ongoing support of EL students in their
efforts to achieve fluency with resulting impact on academic
achievement.
The set-aside provides an early opportunity for students from low-income
homes who may not have benefited from early childhood in-home
learning and will not be ready for school as five-year-olds. Children will
be screened with an appropriate instrument to determine greatest need for
early intervention which impacts their academic achievement in
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subsequent years. Children who are related to staff will not have priority
in acceptance for enrollment in the pre-kindergarten program.
Total Off-the-Top
Balance to Schools
Total Title I Allocation
$625,000
$375,000
$1,000,000
Provide descriptions in each listed category. After stating a measurable goal, provide strategies, methods, and actions to meet the stated
goal based on the following factors:
1. Strategies, Method, of Action – What strategies, methods, and actions will be used to meet the stated goal?
2. Who is Responsible – Provide names of persons who will provide the leadership to assure this strategy is accomplished.
3. Timeline – When will the strategies or actions begin and end.
4. Resources – What existing district resources will be used to accomplish these strategies?
5. Evidence – What indicators will demonstrate progress in the implementation of each strategy?
6. Evaluation – What evidence will be gathered to demonstrate progress and achievement of this goal?
Area of Improvement Addressed by this Action Plan:
Two schools in the district, BeBetter Elementary School and BeBetter High School, have student achievement deficits resulting in “F” ratings for
both of them and a rating of “D” for the district. The elementary school is identified in priority status. The high school is in focus status and 10%
of its Title I allocation is targeted toward improvement of student achievement. The use of federal funds in the district has been less than favorable
because of attention more to funds than to students. Therefore, the area most in need of improvement at the district level is the overall use of
federal funds to re-focus on the underpinnings of the legislation to meet the imbedded objective to target resources on student achievement to
improve student and school outcomes and ensure all students are college and career ready.
Measurable Goal:
The district administration ensures the effective on-target use of all federal funds to provide supplementary efforts to improve the educational
environment of schools participating in federally funded programs as measured by the attainment of a “B” rating for the district and no less than
“C” ratings for all schools.
Describe each of the following.
District Profile data which relates to this goal:
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Current achievement standards based on student academic scores in spring 2014.
How progress toward this goal will be measured and how often:
Progress will be measured using measures of academic progress, student scores on nine-week tests and weekly teacher-made tests. Progress will
also be determined through staff meetings, reports of counselors, classroom observations by principals, statements of work completed by
consultants, and surveys of staff, students, and parent.
Procedures for reporting progress toward this goal to the School Board, parents, and community stakeholders:
All data will be compiled into a single concise monthly school achievement report. The report will be submitted to the School Board, parents, and
staff. Community stakeholders will be apprised of the posting of the report on the district’s website.
Uses of central office off-the-top level federal funds and how the use directly impacts student achievement:
The off-the-top funds are listed above with an explanation of the uses of the funds to directly impact student achievement.
ACTION PLAN ELEMENTS
Strategies, Methods,
Actions
Instruction
1. Implementation
of curriculum
2. Assignment of
staff
1.
2.
3.
4.
5.
Professional
Development
1. Implementation
of professional
Person(s)
Responsible
District
administration
Administration in
all schools
Director of
federal programs
All teachers
A support staff
1. Principal
2. Curriculum
coordinators
3. Director of
Timeline
1. Ongoing – school
year 2014-15
2. Weekly and
monthly written
reports
3. Weekly
classroom
observations by
principals in all
schools
1. District
professional
development
calendar
District & Federal
Resources
1. District funds:
Personnel
assignments,
school level
district funded
budget
2. Federal funds:
Support of
schoolwide plans
and imbedded
budget,
counseling, health
and EL services
1. District funds:
Basic
professional
development in
Evidence
Reports by school
principals on:
1. Student
achievement on
all measures used,
state, local
2. Improved
ttendance
3. Use of funds as
approved in
schoolwide plans
Evaluation
Method(s)
1. Review of
schoolwide
budget
expenditures by
federal programs
director
2. Monthly balances
of school and
district budgets
balanced with
school payments
1. Implementation
of professional
development
calendars
1. Surveys of
effectiveness of
training
2. Principals’
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development
schedule
federal programs
Parent/Community
Involvement
Activities
1. Implementation
of calendar of
parent/community
activities
1.
2.
3.
4.
Principal
Teachers
Parents
Community
stakeholders
5. Elected officials
6. Director of
federal programs
Organization/
Scheduling
1. Districtwide
instructional
calendar
1. District
administration
2. School
administration
3. Director of
federal programs
2. Individual school
professional
development
calendars
1. Monthly meetings
with district
advisory council
2. Monthly school
level meetings
with parents
3. August 2014:
Schoolwide
planning
committees – all
schools
4. December 2014 –
mid-year
evaluation of
schoolwide plans
– all schools
5. Spring 2015 –
evaluation of
schoolwide plans
and development
of plans for 201516.
1. June-July 2014:
development of
master calendars
district plan
2. Federal funds:
Supplemental
professional
development
targeted improve
achievement
outcomes
1. District funds:
Development of
districtwide
parent/community
involvement
activities and
support
2. Federal funds: 1%
Parent
involvement
funds and the
increase in the
off-the-top setaside, support of
additional parent
involvement
strategies
2. Teacher surveys
on effectiveness
of professional
development
3. Principals’
observations of
classroom
instruction
1. Attendance at
meetings
2. Responses of
parents to
informal
interviews and
written surveys
1. District funds:
Implementation
and support of
educational plan
for all schools
2. Federal funds:
1. Ongoing
implementation
of school
calendars
observations in
classrooms
Written reports of
monthly meetings
with advisory council
Written reports of
monthly meeting with
parents
1. Written reports to
district
administration by
principals
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Supplemental
support of
instruction as
imbedded in
schoolwide plan
Climate/ Behavior
1. Board approved
policies and
procedures
governing student
behavior and
school climate
1. District
administration
2. School
administration
3. Instructional staff
4. Supportive staff
5. Director of
federal programs
1. Monthly reviews
of attendance,
discipline reports,
principals’
classroom
observations
1. District funds: Inschool
suspension,
support of
positive school
climate through
personnel
assignments
2. Federal funds:
Counseling
services
1. Evidence
provided in
monthly reviews
of attendance,
discipline,
classroom
observations
1. Written reports to
district
administration by
principals
Other (Specify)
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