Arkansas Department of Education

School Improvement Planning

 

School Improvement Planning 

The Arkansas Comprehensive School Improvement Planning (ACSIP) is a framework for a comprehensive, highly structured specific and focused action plan that addresses primarily the affective use of the school’s implementation of goals, instructional programs, and strategies to meet student needs.  The ACSIP model is an annual planning and fund distribution design that must be used by all Arkansas public and charter schools, as defined by Ark. Code Ann. § 6-15-419.

ACSIP Handbook

The Arkansas Comprehensive School Improvement Planning (ACSIP) Handbook is a tool designed to assist in the creation and publication of each district and school’s ACSIP plan. In addition, school planners must have a collective understanding of the ACSIP process, state and federal laws and regulations and the requirements for the use of state and federal funds. This handbook contains information that may assist readers and stakeholders (educators, administrators, federal programs coordinators, accounting officials, parents and persons interested in successful schools) concerning these topics.

Priority Improvement and Targeted Improvement Plans

The Priority Improvement Plan (PIP) is a three year Priority Intervention Plan as a component of the Arkansas Comprehensive School Improvement Plan (ACSIP) for Priority Schools as defined in the Arkansas 2012 ESEA Flexibility Waiver.  The PIP addresses leadership, teacher effectiveness, schedule redesign, and Interim Measurable Objectives.

The Targeted Improvement Plan (TIP) is a plan that will result in Focus Schools reducing the magnitude of the identified achievement gap as measured by their Annual Measurable Objectives (AMOs) for the Targeted Achievement Gap Group (TAGG) and each subgroup as defined in the Arkansas 2012 Elementary and Secondary Education Act (ESEA) Flexibility Waiver.  The TIP addresses District technical assistance in support of Focus Schools including diagnostic analysis and needs assessments critical to provide flexibility to meet specific low performing student’s needs to investigate the factors contributing to achievement gaps.

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