11/21/13
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School Plan Print Version
MCGEHEE HIGH SCHOOL Arkansas Comprehensive School Improvement Plan 20132014
The staff of McGehee High/JHS School believes that all students can learn, regardless of previous academic performance, family background, socioeconomic status, race, or gender. Our purpose is to develop students who strive for individual excellence; demonstrate respect for the rights of others; are valuable, healthy members of society; and are lifelong learners. We share with our community the responsibility for the education of all students so that they will be prepared to live and work in a rapidly changing world.
Coding Explanation
PPriority# GGoal# IIntervention# AAction# IMImplementation# EVEvaluation # PDProfessional Development#
Example: (P1I1A1IM1) = Priority 1Intervention 1Action 1Implementation 1. Grade Span: 712
Title I: Title I Schoolwide
School Improvement: SI_6
Table of Contents Priority 1: Literacy Goal: All students will improve in all areas of Literacy across the curriculum with emphasis in reading comprehension and writing skills in the areas of content, style and elaboration in multiple choice and open response questions. Priority 2: Mathematics Goal: All students will improve in all areas of Mathematics across the curriculum with emphasis in problem solving and open response skills in all strands of the curriculum. Priority 3: Special Education Goal: 1. To increase the performance proficiency of students with disabilities in literacy and mathematics to meet the State target rate. Goal: 2. Increase the percent of children with parental consent to evaluate (Child Find)who are evaluated with the State established timeline of 60 days. Goal: 3. Increase the percent of youth with disabilities aged 16 and up with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. Goal: 4. One hundred percent of students needing new evaluations will be evaluated, with parental consent, within the state established timeline of 60 days.
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Goal: 5. Increase to 54% or greater the percentage of students with disabilities receiving instruction in the regular classroom 80% of the day. Goal: 6. One hundred percent of students with parental consent to evaluate will be evaluated within the state and federal established timeline of 60 days. Goal: 7. Increase to 54% or greater the percentage of students with disabilities recieving instruction in the regular classroom 80% or more of the school day. Priority 4: Wellness Goal: Students participating in the student activity period will improve their cardiovascular health, muscular strength/endurance, and flexibility. Priority 5: Scholastic Audit Goal: STANDARD 1 Academic Performance Curriculum. The McGehee High School will develop and implement a curriculum that is rigorous, intentional, and aligned to state and local standards. Goal: STANDARD 2 Academic Performance Classroom. Evaluation/Assessment. The McGehee High School will support the use of multiple evaluations and assessment strategies in all buildings to continuously monitor and modify instruction to meet student needs and support proficient student work. Goal: STANDARD 3 Academic Performance Instruction. The McGehee High School will ensure that the school's instructional program actively engages all students by using effective, varied, and researchbased practices to improve student academic performance. Goal: STANDARD 4 Learning Environment School Culture. The McGehee High School will function as an effective learning community and support a climate conducive to performance excellence. Goal: STANDARD 5 Learning Environment Student,Family and Community Support. The McGehee High School will work with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. Goal: STANDARD 6 Learning Environment Professional Growth, Development, and Evaluation. The McGehee High School will provide ongoing researchbased, result driven professional development opportunities for staff and implement performance evaluation procedures in order to improve teaching and learning. Goal: STANDARD 7 Efficiency Leadership LEADERSHIP. School instructional decisions will focus on support for teaching and learning, organizational direction, high performance expectations, and creating a learning culture and developing leadership capacity. Goal: STANDARD 8 Efficiency School Organization and Fiscal Resources. The School will be organized to maximize the use of all available resources to support student and staff high yield performance. Goal: STANDARD 9 Efficiency School Organization and Fiscal Resources. The School will be organized to maximize the use of all available resources to support student and staff high yield performance. Priority 6: Restructuring Goal: Meet standards on state tests and to be removed from school improvement status. Priority 7: Parental Involvement Goal: To increase parental participation in the student's academic, physical, and social success. Priority 8: ALE Goal: All students will succeed in graduating high school.
Priority 1:
To improve literacy skills. 1. High School Literacy Trend Statement: Over the past three years (11,12,13) data for the high school indicated literacy comprehension was low, vocabulary was an area of need. Content area reading was the weakest area for all subpopulations tested. The 8th grade showed a weakness in writing in the section of content and organization. For the School Year 201213 McGehee High School did not meet AMOs for Literacy. The scores for 11th Grade Literacy improved but not to Proficiency. The 7th and 8th Grade Literacy Scores declined. Emphasis will be on developing teacher skills to prepare students for writing in all content areas. 2. ESEA AMOsMcGehee High School The McGehee High School has been designated an Needs Improvement School in Literacy by achieving a Performance of 60.18% proficient in the All Student category. Literacy Performance
Group
Number of Students Attempting Literacy in 2011
Percent Proficient in Literacy in 2011
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
2012 AMO
2012 Performance Rate
2013 AMO
2014 AMO
2015 AMO
2016 AMO
2017 AMO
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ACSIP All Students
230
57.83
61.34
64.45
64.88
68.37
71.89
75.40
78.92
Targeted Achievement Gap Group
170
50.59
54.71
57.58
58.83
62.94
67.06
71.18
75.30
African American
109
42.20
47.02
50.39
51.83
56.65
61.47
66.28
71.10
Hispanics
4
75.00
77.08
n<10
79.17
81.25
83.33
85.42
87.50
Caucasian
115
71.30
73.69
79.51
76.08
78.48
80.87
83.26
85.65
Economically Disadvantaged
167
50.90
54.99
58.46
59.08
63.18
67.27
71.36
75.45
English Learners
2
50.00
54.17
n<10
58.33
62.50
66.67
70.83
75.00
Students with Disabilities
26
3.85
11.86
12.50
19.88
27.89
35.90
43.91
51.93
Literacy Growth
Group
Number of Percent Students with Making a Growth Growth Trajectory in Literacy in Literacy in 2011 in 2011
2012 AMO
2012 Growth
2013 AMO
2014 AMO
2015 AMO
2016 AMO
2017 AMO
All Students
159
61.01
73.21
64.26
67.51
70.76
74.01
77.26
80.51
Targeted Achievement Gap Group
117
53.85
57.70
66.92
61.54
65.39
69.23
73.08
76.93
African American
71
46.48
50.94
62.96
55.40
59.86
64.32
68.78
73.24
Hispanics
3
66.67
69.45
n<10
72.23
75.00
77.78
80.56
83.34
Caucasian
83
72.29
74.60
83.95
76.91
79.22
81.53
83.84
86.15
Economically Disadvantaged
114
54.39
58.19
67.97
51.99
65.79
69.59
73.39
77.20
English Learners
2
50.00
54.17
n<10
58.33
62.50
66.67
70.83
75.00
Students with Disabilities
15
6.67
14.45
15.79
22.23
30.00
37.78
45.56
53.34
3. 11th grade Literacy 11th grade Literacy EOC Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged 2010
102
57.8
51.2
61.8
47.3
2011
68
45.6
27.0
66.7
35.3
2012
102
57.8
51.2
61.8
47.3
2013
58
57
31
78
43
Literacy continues to be a challenge. This year we made growth. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 4. 8th grade Literacy 8th grade Literacy Benchmark Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged 2010
74
66.2
58.1
72.1
62.5
2011
94
66
45.7
76.8
59.1
2012
74
66.2
58.1
72.1
62.5
2013
106
57
47
67
54
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Literacy continues to be a challenge. This year we made growth but did not meet standards. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 5. 7th grade Literacy 7th grade Literacy Benchmark Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged 2010
94
48.9
25.6
64.2
41.7
2011
81
58.0
53.8
62.5
56.4
2012
94
48.9
25.6
64.2
41.7
2013
79
63
59
69
58
Literacy continues to be a challenge. This year we made growth. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 6. McGehee High School ACT Trends Report MHS ACT Report Graduation Year Graduates Tested English Mathematics Reading Science Composite 2010
73
17.1
18.3
17.6
17.6
17.8
2011
89
17.9
17.8
17.5
18.0
17.9
2012
67
16.7
17.8
17.2
17.3
17.3
2013
79
16.6
18.2
17.5
17.1
17.4
More students took the ACT, but the average scores declined. We will continue to work toward raising the average ACT scores. Advanced Placement Data During the 201011 school year, 24 students took the advanced placement exams. Of a total of 31 exams: 1 student scored 4; 5 students scored 3; 8 students scored 2; and 17 students scored 1. English Language and Composition: 1 scored 4; 2 scored 3; 3 scored 2; and 2 scored 1 English Literature and Composition: 0 scored 4; 3 scored 3; 3 scored 2; and 1 scored 1 United States History: 2 scored 2; and 6 scored 1 Biology: 8 scored 1 During the 201112 year 39 students took 82 exams. One student scored a 3, 12 students scored a 2, and 69 students scored a 1. These scores are not as good as the 201011 school year. All teachers have had two or more years training in PreAP, AP, and Laying the Foundations. During the 20122013 year 33 students took 76 exams. 5 students scored a 3. 18 students scored a 2. 52 students scored a 1. All of the teachers had had training in PreAP, AP, and/or Laying the Foundations. Five teachers had had training in Math or Literacy Design Collaborative. 7. McGehee High School Attendance. MHS Attendance Rate Report Attendance rate for: Percentage 2010
95.54%
2011
94.14%
2012
97.27%
2013
95.87%
8. McGehee High School Graduation Rate Report The McGehee High School has been designated an Needs Improvement School in Graduation Rate the 2013
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ACSIP graduation rate was 82.61%. Graduation Rate Report Graduation rate for: Percentage
Supporting Data:
200809
84.1%
200910*
84.0%
201011
84.2%
201112
84.68%
201213
82.61%
* Note: The preliminary graduation rate for 200910 was calculated using the federally mandated fouryear Adjusted Cohort Graduation Rate. Previous graduation rates used a different method (Completion Rate) and cannot be compared. We will continue to work on increasing our graduation rate. 9. NormReferenced Literacy Test Data 8th grade NormReferenced Testing Data Reading % At or Above 50th Percentile Year
Number of Students Tested Combined African American Caucasian Economically Disadvantaged
2010
74
37.8
22.6
46.8
32.1
2011
94
46.8
17.1
62.5
37.9
2012
85
42
33
51
34
2013
97
38.1
21.6
56.3
30.9
. Language % At or Above 50th Percentile Grade Number of Students Tested Combined African American Caucasian Economically Disadvantaged 2010
74
27.0
12.9
37.2
17.9
2011
94
34.0
8.6
46.4
25.8
2012
85
43
38
47
39
2013
97
26.8
19.6
33.3
18.5
Literacy continues to be a challenge. This year we made growth. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 10. 7th grade NormReferenced Testing Data Reading % At or Above 50th Percentile Year
Number of Students Tested Combined African American Caucasian Economically Disadvantaged
2010
94
45.7
28.2
56.6
37.5
2011
81
34.6
23.1
47.5
18.2
2012
96
39
27
51
32
2013
73
23.3
8.8
30.9
15.5
. Language % At or Above 50th Percentile Grade Number of Students Tested Combined African American Caucasian Economically Disadvantaged 2010
94
36.2
18.0
47.2
30.6
2011
81
39.5
35.9
42.5
30.9
2012
96
47
33
47
33
2013
73
26.0
23.5
28.6
20.7
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ACSIP Literacy continues to be a challenge. This year we made growth. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 11. Teacher Perception Survey McGehee High School: ACSIP Programs 57% said they were included in program planning ACSIP 83% said they were included in implementation 74% said they were included in the financial planning 87% said they conduct regular ACSIP meetings. 83% said the school implements researchbased programs. 70% said that data is analyzed from all programs. 83% said they use formative and summative data to plan for instruction. 100% said they have high expectations of all students. 48% said the all parent involvement activities are effective. 57% said that Study Island met the instructional needs of students. 65% said that the math curriculum met the needs of students. 69% said that Literacy First strategies met the needs of students. 12. Teacher Perception Survey McGehee High School: ACSIP Programs 57% said they were included in program planning ACSIP 83% said they were included in implementation 74% said they were included in the financial planning 87% said they conduct regular ACSIP meetings. 83% said the school implements researchbased programs. 70% said that data is analyzed from all programs. 83% said they use formative and summative data to plan for instruction. 100% said they have high expectations of all students. 48% said the all parent involvement activities are effective. 57% said that Study Island met the instructional needs of students. 65% said that the math curriculum met the needs of students. 69% said that Literacy First strategies met the needs of students. 13. Student Perception Survey McGehee High School: 85% feel they were they are safe and welcome at school. 51% feel the campus is clean and well kept. 31% feel the lunches are satisfactory. 26% feel the there is a drug/alchol problem at school. 75% feel the extracurricular activities are satisfactory. 31% feel the lunches are satisfactory. 60% feel they can visit and talk with the principal and dean of students. 81% feel they can visit and talk with the counselors. 65% feel the teachers get along well with the students and are fair and consistent with grading at school. 49% feel the teachers are consistent with discipline. 47% feel the students get along with other students well. 45% feel bullying is dealth with satisfactorily. 65% feel the Literacy First program and strategies increases their reading ability and knowledge. 65% feel the math labs increase their knowledge. 50% feel the Gifted/Talented program meets the needs of the students. 72% of the students use a cell phone once a month during school. 68% of the students use a cell phone once a week during school. 61% of the students use a cell phone once a day during school. 14. Parent Perception Survey McGehee High School: 85% want their students to do well and are involved in their learning. 82% feel their students are safe school. 64% feel the school maintains discipline of the students fairly and consistently. 81% believes the school provides a written Title I policy and holds an annual meeting to inform the parents of the policies. 66% believes the school provides resources, ideas, and opportunites that meet the needs of the parents to help their students. 74% believes the school schedules meetings to accomodate parents and thinks of the community as an extension of the family. 81% believes the school provides a written Title I policy and holds an annual meeting to inform the parents of the policies. Parent Perception of School Programs Survey McGehee High School parents and students: 78% participate in Grade Quick/Edline. 69% participate in Chunk tests. 90% participate in Parent/Teacher Conferences. 50% participate in Benchmark night. 34% participate in Financial Aid meetings. 54% participate in Graduation requirement meeings. 48% participate in school newsletters. 29% participate in Talent shows. 54% participate in Carnival. 53% participate in Benchmark pep rally. 52% participate in College Fair.
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ACSIP 66% participate in Gang/Drug awareness. 79% participate in football/basketball pep Rallies. 78% participate in football/basketball. 42% participate in School Reach (New). 59% participate in other academic programs(such as AP). 40% participate in remediation classes. 48% participate in before/after school tutoring. 31% participate in summer school. 25% participate in supplemental services. 75% were notified by School Reach about Parent/Teacher conferences. 80% say they have a computer at home. 15. 20102011 High School/Jr. High School CWTS(Literacy First CWT) Strengths 1. The utilization of the Literacy First components: me, we, two, you. 2. The learning objectives were obvious and relevant to the student. 3. The instructional strategies were varied and easily identifiable. Weaknesses 1. There was little or no differentiation in classroom instruction in: product, Content, process or learning environment. 2. There was too much whole group instruction with teacher lecture. 3. There were low levels of Bloom's questioning in all classrooms. 20112012 High School/Jr. High School CWTS(Google docs survey) Strengths 1. The objectives were understood by students. 2. The emotional connection was made to the content covered/building backgroun d and scaffolding. 3. There was modeling and the lesson format of me, we, two, you was noted in most of the classrooms. Weaknesses 1. There was whole group instruction most of the time in every classroom. 2. The level the students were working was mostly on the recall, understanding, and application levels. 3. The students were found to be listening and writing during most lessons. 20122013 High School/Jr. High School CWTS(Google docs survey) Strengths 1. 67% of the EQs/objectives were visible to the students. 2. 54% of the Instructional strategies were varied within individual lessons. 3. 73% of the lesson formats of me, we, two, you was used in most of the classrooms. Weaknesses 1. 46% of classroom instruction was whole group instruction. 2. 71% of the level the students were working was mostly on the recall, understanding, and application levels. 3. 71% of the students were found to not be listening and writing during most lessons.
Goal
All students will improve in all areas of Literacy across the curriculum with emphasis in reading comprehension and writing skills in the areas of content, style and elaboration in multiple choice and open response questions.
Benchmark
The composite score for students scoring proficient or above on the 11th grade literacy EOC and 7th and 8th grade Benchmark exams for 20132014 will meet or exceed 68.34%(2014 ESEA AMO Goal).
Intervention: 1. MHS will utilize various tools to provide a standardsbased student centered literacy curriculum that addresses identified needs in academic performance and learning environment. Scientific Based Research: ADE Standards for Accreditation. State Board of Education. 2008. Block, Cathy Collins, Ed., Parris, Sheri R., Ed. "Comprehension Instruction: ResearchBased Best Practices. Solving Problems in the Teaching of Literacy" Guilford Publications; 2008. Gibson, Katherine D. "Teachers Perceptions of Strategy Based Instruction for Reading Comprehension". School of Education Dominican University of California, 2009. Actions
Person Responsible
(P1I1A1): Implementation
Principal/Assistant Start: Principals 07/01/2013 End: 06/30/2014
(P1I1A1IM1.) NSLA funds will be used to purchase supplemental materials( Educational magazines,enhancement activites, educational materails and tools) for all subjects to support literacy and improve instruction across the curriculums. NSLA 1590 M/S $34400.00; NSLA 2210 M/S $1000.00.
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
Timeline
Resources Administrative Staff Central Office Computers District Staff Outside Consultants Performance Assessments Teachers
Source of Funds Title I Materials & Supplies:
$3000.00
Title I Employee Salaries:
$25320.00
Title I Employee Benefits:
$5655.54
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ACSIP NSLA (State 281) Purchased Services:
$44715.90
NSLA (State 281) Materials & Supplies:
$36600.00
NSLA (State 281) Employee Benefits:
$29113.77
NSLA (State 281) $109616.00 Employee Salaries: ACTION BUDGET:
$254021.21
(P1I1A1IM6) NSLA funds will be used to employ paraprofessionals to assist teachers with instruction and enhance curriculum alignment. Para professionals are paid at their daily rate of pay. NSLA 1130 113002800700 61120 (1 FTE 1.0) JHS salary (Everette Brown)$14,638.00, benefits $5155.85; NSLA 1130 113002800700 61120 (1 FTE 1.0) JHS salary(Tami Amerson) $14482.00, benefits $3549.71. NSLA 2220 222202800700 61120 (1 FTE 1.0) JHS salary(Lesa Ellis) $20,097.00, benefits $6,325.84; NSLA 1140 114002800700 61120 (3 FTE 1.0) HS salary(Tracy Anderson) $18537.00, benefits $4436.14. NSLA 1140 114002800700 61120 (3 FTE 1.0) HS salary(Kim Reeves) $16042.00, benefits $3890.69. (P1I1A1IM8) Title 1 and NSLA funds will be used to hire a Literacy Facilitator to train teachers, share information and coordinate programs and testing. The literacy facilitator is paid at her daily rate of pay.< NSLA 2297 Salaries(Sommer Frazer) $25320.00, Benefits $5655.54. (FTE 1.0) Title I 2297 Salaries(Sommer Frazer) $25320.00, Benefits $5655.54; (P1I1A1IM9) A literacy team will be developed composed of the principals, content teachers, resource and media teachers, and literacy facilitator to determine the school's strengths and weaknesses in the area of literacy in order to improve students' reading, writing, and communication skills and content area achievement. Adjustments to instruction will be made to reflect the students' needs. (Schoolwide #8) (SI D (e)). (P1I1A1IM10) NSLA Funds will be used to compensate the ACSIP Chair for duties rendured. NSLA 1140 Salary (Joyce Mangum)500.00 Benefits 100.00 (P1I1A1IM11.) HS CIV labs computers will be replaced or updated. NSLA 1590 M/S $200.00 (P1I1A1IM12) ELL (English Language
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Learners) funds will be used to provide services for ELL students in the areas of assessment, instructional tutoring, and instructional and supplemental materials.(Budgeted in elementary plan since teacher is housed there. (P1I1A1IM13) Curriculum and assessemnts are provided by highly qualified teachers and qualified paraprofessionals who continually review and update the vertical and horizontal curriculum alignments. Staff will receive professional development that supports the alignments. (P1I1A1IM14) A Workforce Career Coach (Laura Robertson) will be hired for 12 months to assist the students in preparing for future careers. NSLA 1140 P/S $13605.90 (P1I1A1IM15) An ACT prep course will be provided for students who do not qualify for Workforce Career Coach services. (P1I1A1IM16)High Speed Internet(Allegiance Communications) will be used to help provide students a standards based curriculum. NSLA 1590 P/S $960.00 (P1I1A1IM17)Security software(Faronics and M&S Technologies) will be used to help provide students a standards based curriculum. Paid through 2015. (P1I1A1IM18)CIV video feed(Dept. of Information Broadband) will be used to help provide students a standards based curriculum. NSLA 1590 P/S $25500.00 (P1I1A1IM19)Microsoft(CALs and software license) will be used to help provide students a standards based curriculum. NSLA 1590 P/S $1650.00 (P1I1A1IM20)Follett library software(Destiny) will be used to help provide students a standards based curriculum. Paid thru June 2015 ($2000.00). (P1I1A1IM21.) NSLA funds will be used to provide AP courses and testing for the various subjects to support all students across the curriculum. NSLA 2240 M/S $1000.00. Evaluation (P1I1A1EV1) The curriculum alignment will be evaluated by the percent of students scoring proficient or above on the 11th grade Literacy exam and by reviewing curriculum maps, vertical alignments and student interium test scores. Professional Development (P1I1A1PD1.) The staff will be provided professional development workshops (including Benchmark, ACSIP, Edline, Literacy First Conferences, content conferences, etc...) to improve instructional strategies in literacy and content areas. NSLA 2210 P/S $2000.00 (SI A#3)(Schoolwide #10). (P1I1A1PD2.) Administrators and Instructional Facilitators will be provided professional development in leadership and content by joining and attending leadership organizations and content conferences to increase their effectiveness in their perspective positions. NSLA 1590 P/S $1000.00 (P1I1A1PD3.) Involvement in Educational Renewal Zone through the SEARK Coop will be continued. (SID e)
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ACSIP
Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion Action Type: Title I Schoolwide
(P1I1A2): Response to Intervention (RTI) Implementation (P1I1A2IM1.) Response to Intervention (RTI) strategies will be utilized to determine and provide for individual student needs that will increase student achievement.
Assistant Principal Start: and RTI 07/01/2013 Committee Chair End: 06/30/2014
ACTION BUDGET:
$
ACTION BUDGET:
$
Evaluation (P1I1A2EV1.) Response to Intervention (RTI) strategies will be evaluated by student interim assessment scores and by the percent of students scoring proficient or above on the Benchmark and EOC exams. Professional Development (P1I1A2PD1.) The staff will be provided Response to Intervention (RTI) professional development to develop strategies to improve student achievement in all content areas. Staff and Administrators attended professional development provided by PBSS on and off campus. Action Type: AIP/IRI (P1I1A3): Academic Improvement Plan(AIP)
Counselors
Implementation (P1I1A3IM1.) Academic Improvement Plans(AIPs)will be utilized to determine and provide for individual student needs that will increase student achievement.
Start: 07/01/2013 End: 06/30/2014
Evaluation (P1I1A3EV1.) Academic Improvement Plans(AIPs)will be evaluated by student interim assessment scores and by the percent of students scoring proficient or above on the criterion and norm reference exams. Professional Development (P1I1A3PD1.) The staff will be provided Academic Improvement Plan(AIP) professional development to develop strategies to improve student achievement in all content areas. Action Type: AIP/IRI Total Budget:
$254021.21
Intervention: 2. Implement testtaking strategies in preparation for criterionreferenced and normreferenced tests Scientific Based Research: Trinkle, Catherine; "Reading for Meaning: Questioning"; School Library Media Activities Monthly, v25 n5 p4850, Jan 2009 Bitter, Catherine; O'Day, Jennifer; Gubbens, Paul; Socias, Miguel. "What Works to Improve Student Literacy Achievement? An Examination of Instructional Practices in a Balanced Literacy Approach". Journal of Education for Students Placed at Risk (JESPAR), v14 n1 p1744 Jan 2009. Actions
Person Timeline Responsible
912 (P1I2A1) Counselor 1. Implementation (P1I2A1IM1) Eleventh grade students will be provided the
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Title I Administrative Purchased $3300.00 Staff Services: Central Office
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opportunity to take the ACT exam at no charge to them. Title I 2240 PS $3300.00
Computers District Staff Outside Consultants Teachers
(P1I2A1IM2) The Learning Institute interim assessments will be utilized to give students practice in taking criterion referenced tests.
ACTION BUDGET:
$3300
(P1I2A1IM3) Criterion and norm referenced testing formats will be integrated across the curriculum. (P1I2A1IM4) Teachers across the curriculum will concentrate on open response questions in practical and content areas. All areas will concentrate on content and style in the writing domain. Evaluation (P1I2A1EV1.) Strategies used for normreferenced and criterion referenced testing preparation will be evaluated annually by reviewing test data. The percentage of students scoring proficient/advanced in Literacy on the state tests will be used to determine the effectiveness of the testtaking strategies taught. Professional Development (P1I2A1PD1.) Staff development will be provided to familiarize teachers with formats of the criterion and norm referenced tests. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide (P1I2A2) Continue using The Learning Institute interim assessments. Implementation (P1I2A2IM1.) Teachers will administer interim assessments each nine weeks to all students to monitor student progress.
Principals and Instructional Facilitators
Start: 07/01/2013 End: 06/30/2014
Title I Materials & $700.00 Supplies:
ACTION BUDGET:
$700
(P1I2A2IM2.) Literacy students will take interim assessment tests developed by The Learning Institute every nine weeks. (P1I2A2IM3.) Equipment, Bubble sheets, (AIPS), services, and supplies will be purchased to administer The Learning Institute Intermim Assessments. Title I 2210 M/S $200; 1591 MS $500 Evaluation (P1I2A2EV1.) Teachers will evaluate the effectiveness of the curriculum alignment and strategies used by analyzing the results of the assessments to make decisions on the future use of instructional strategies and to predict student ACTAAP proficiency and SLE weaknesses. The Learning Institute 20112012 literacy proficiency forecast for: 7th grade was 56%, 8th grade was 78% and 11th was 61%. The Learning Institute 20122013 literacy proficiency forecast for: 7th grade was 57%, 8th grade was65% and 11th was 63%. Professional Development (P1I2A2PD1.)Instructional Facilitators will conduct onsite training to teach teachers how to use The Learning Institute resources and website effectively.
Total Budget:
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
$4000
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Intervention: 3. Continue to utilize the Accelerated Reader program in order to increase literacy skills Scientific Based Research: No Author. "Accelerated Reader, What Works Clearinghouse Intervention Report." What Works Clearinghouse Oct 2008. Actions (P1I3A1) Implementation (P1I3A1IM1.) Title I funds will be used to renew the Renaissance Learning site license for Accelerated Reader and Star testing.(Schoolwide #2) Title I 1591 PS $6000.00.
Person Responsible
Timeline
Building principals and Technology Coordinator
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative Staff Central Office Computers District Staff Outside Consultants Performance Assessments School Library Teachers
Title I Purchased Services:
$6000.00
Title I Materials $11937.00 & Supplies: NSLA (State 281) Capital Outlay:
$2105.00
(P1I3A1IM4.) NSLA funds will be utilized to purchase and update equipment and supplies (i.e. ink, scanners, and computer supplies) used for Renissance Place (Acclerated Reader)instruction by staff. NSLA 1590 M/S $1000.00 NSLA 1590 C/O $2105.00 (SCHOOLWIDE #10
NSLA (State 281) Materials & Supplies:
$1000.00
(P1I3A1IM5.) In order to motivate students to read and to increase comprehension, the Accelerated Reader
ACTION BUDGET:
$21042
(P1I3A1IM2.) Accelerated Reader books will be purchased and made available for all reading levels across the curriculums. Title I 1591 M/S $3000.00;
test scores will be incorporated into class grades and reported to parents. These reports will be sent home by the counselors. (P1I3A1IM6.) Title I funds will be utilized to provide ink and toner for printers in order to print data, reports, supplemental readings, and assessments etc. Title I 1591 M/S $8937.00 Evaluation (P1I3A1EV1.) STAR and Accelerated Reader(AR) program reports will be used to assess reading comprehension levels in literacy. (P1I3A1EV2.) Accelerated Reader(AR) book purchases will be reviewed annually to ensure equity in reading levels and variety in the content. Whereas 19% of students in 7th grade and 28% in the 8th grade are on grade level. Professional Development (P1I3A1PD1.) Teachers will be trained in the use of available technology and computerassisted instruction. Action Type: Alignment Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide Total Budget:
$21042
Intervention: 4. Continue to implement the Environmental and Spatial Technology (EAST) program to build literacy and problemsolving skills. Scientific Based Research: Bravo, Crescencio; van Jooligan, Wouter R.; de Jong, Ton. "Using CoLab to Build System Dynamics Models: Students Actions and OnLine Tutorial Advice." Computers and Education, v53 n2 p243251. Sep 2009. Actions (P1I4A1) Implementation (P1I4A1IM1.) Students will apply writing and speaking skills in projects. (P1I4A1IM2.) Students will identify community and/or realworld problems and apply resources(i.e. ink and other
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
Person Timeline Responsible Building Principals And East Instructor
Start: 07/01/2013 End: 06/30/2014
Resources Administrative Staff Community Leaders Computers School Library Teachers
Source of Funds NSLA (State 281) $2000.00 Purchased Services: NSLA (State 281)
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ACSIP
Teachers
Evaluation (P1I4A1EV1.) Student projects will be evaluated by parents, teachers, and peers. Projects are studentchosen and studentled, so adjustment to instruction is ongoing and individualized.
281) $3000.00 Materials & Supplies: ACTION BUDGET:
$5000
(P1I4A1EV1.) The enrollment will be used as a measure of effectiveness for the program. The number of students enrolled in the program will increase annually as much as the physical environment allows. The 20112012 school year shows approximately 45 students enrolled in the program. Professional Development (P1I4A1PD1.) Training if needed will be provided for teachers and students in the EAST program by attending the EAST/technology conferences . The number of teachers attending the conferences will be dependent upon the number of students attending and funds available. NSLA 2210 P/S $2000.00. Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide Total Budget:
$5000
Intervention: 6. Implement strategies to increase student achievement in literacy. Scientific Based Research: Fleischman, Steve; Heppen, Jessica. "Improving LowPerforming High Schools: Searching for Evidence of Promise". Future of Children, v19 n1 p105133, Spring 2009. Actions (P1I6A1) Implementation (P1I6A1IM1.) Utilize Interventions to improve scores across the curriculum. Title I 1591 M/S $600.00 (P1I6A1IM2.) NSLA and Title I funds will be used to provide technology to enhance student achievement in academics 10 Laptops and cart @ $1000 per unit, 10 computers @ $500 per unit, 2 smartboards @ $3000, 10 LCD projectors @ $200 per unit, wiring and supplies (approx $1000). NSLA 1590 P/S $1000.00 NSLA 1590 M/S $5000.00 NSLA 1590 C/O $2000.00 Title I 1591 M/S $20000.00 (P1I6A1IM3.) Cognitive strategies will be integrated in all subjects by teachers across the curriculum. (P1I6A1IM4.) Teachers will model and require all students to practice organizational skills at all times in all classrooms. (P1I6A1IM5.)712th grade teachers will be trained in AP/PreAP, LDC(Literacy Design Collaborative) and MDC(Mathematice Design Collaborative),and Laying the Foundations to support increased rigor in the curriculum. (P1I6A1IM6.) Materials, supplies and supplemental materials will be purchased to teach reading and to improve classroom instruction and student achievement. Title 1 1591 M/S $5000.00 Title I 2210 M/S $2500.00
Person Timeline Responsible Building Principals
Start: 07/01/2013 End: 06/30/2014
Resources Administrative Staff Computers Outside Consultants Teachers
Source of Funds Title I Purchased Services:
$1000.00
Title I Materials $28200.00 & Supplies: Title I Capital Outlay:
$11500.00
NSLA (State 281) Capital Outlay:
$2000.00
NSLA (State 281) Purchased Services:
$3500.00
NSLA (State 281) Materials & Supplies:
$5000.00
ACTION BUDGET:
$51200
(P1I6A1IM7.) Title I funds will be used to renew the Internet based software programs such as Study Island, Sum Dog and IReady that are used as student remediation and diagnostic tools. Title I 1591 C/O 11500.00
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
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(P1I6A1IM8.) Instruction will be provided by Highly Qualified Teachers. (Schoolwide #3) (P1I6A1IM9.) Highly Qualified teachers and paraprofessionals will be recruited and maintained. (Schoolwide #5) (P1I6A1IM10.) An advisory group of peer counselors will be established to model coping strategies for all students. (P1I6A1IM11.) Title I funds will be used to place and upgrade computer access in the classrooms for student instruction. Title I 1591 PS $1000.00 (P1I6A1IM12.) NSL funds will be utlized to supply the Video Conference line for the CIV courses provided above standards. NSLA 1590 P/S $2500.00 (P1I6A1IM13.) Title I funds will be utlized to implement the Barton's Reading Method. Title I 1591 M/S 100.00. Evaluation (P1I6A1EV1.) The effectiveness of the program will be determined by the percent of participating students scoring proficient on the state Literacy exams. (P1I6A1EV2.) A survey will be used to determine the success of modeling and coping strategies. (P1I6A1EV3.) Teachers will inform students of language registers and implement appropriate modes of communication in their classrooms in order to prepare students for test vocabulary. Professional Development (P1I6A1PD1.) Teachers will be trained to implement strategies to increase Literacy achievement across the curriculum such as SREB LDC(Literacy Design Collaborative). Action Type: Alignment Action Type: Equity Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide Total Budget:
$51200
Intervention: 7. Implement intervention strategies to meet AIP goals. Scientific Based Research: Edmunds, Julie A.; McCloskey, Wendy. "Levers for Change: Southeast Region States Initiatives to IMprove High Schools. Issues & Answers." Regional Educational Laboratory Southeast. Sept 2009. Actions (P1I7A1) Implementation (P1I7A1IM1.) Released items will be used to expose students to test formats and will target specific areas as indicated by students AIPs. (P1I7A1IM2.) Teachers will show students how to use appropriate cognitive strategies across the curriculum in all content areas. (P1I7A1IM3.) Teachers will model organizational skills for all students and require all students to practice good organization at all times in their classrooms. (P1I7A1IM4.) Reading labs will be implemented to increase student achievement in literacy on state exams.
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
Person Timeline Responsible Principals and Curriculum Facilitors
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Title I Administrative Purchased $15700.00 Staff Services: Teachers Title I Materials $2600.00 & Supplies: Title I Employee $55000.00 Salaries: Title I Employee $13800.00 Benefits: ACTION BUDGET:
$87100
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BUDGET:
(P1I7A1IM5.)Title I funds will be used to implement Before and after school Tutoring programs to close the student achievement gap. Title I 1511 Salaries (8 teachers will be paid $35 per hour) $20000.00; Benefits $5000.00 ;MS $1800.00(student snacks and class tutoring supplies). Title I 2790 Bus driver (Steve Sandidge) Salaries $1500.00, Benefits $400.00 P/S(fuel)$7500.00 (P1I7A1IM6.) Title I funds will be used to implement summer school programs to close the student achievement gap. Title I 1592 Salaries (8 teachers will be paid $35 per hour) $32000.00; benefits $8000.00 P/S $500.00, M/S $500.00 Title I 2790 Bus driver (Steve Sandidge) Salaries $1500.00 Benefits $400.00 P/S(fuel)$7500.00. (P1I7A1IM7.) Parent meetings will be held to explain programs. Title I funds will be used for Materials and refreshments: (School wide Checklist #6)(Act 307 # 2) Title I 1591 P/S $200.00, M/S $300.00. (P1I7A1IM8.) All students not proficient in literacy will be required to attend intervention sessions with a student attendance accountability rate of ninety percent. (School wide #9. Pointintime remediation)no funds tied to this intervention. (P1I7A1IM9.)Student AIPs(Academic Improvement Plans) will be reviewed and updated quarterly to determine progress/achievement and evaluate the effectiveness of services in order to make instructional decisions based on individual student's needs. Evaluation (P1I7A1EV1.) The programs will be evaluated by analyzing the criterion and norm referenced test scores and diagnostic reports from intervention software. Our data indicates improvement in Literacy on the Benchmark of 10% in the 7th grade and 2% in 8th grade. Professional Development (P1I7A1PD1.) Teachers will acquire cognitive strategies and organizational skills through Literacy First trainings, that they will apply in their classrooms. Action Type: AIP/IRI Action Type: Alignment Action Type: Title I Schoolwide Total Budget:
$87100
Intervention: 8. Implement the Literacy First process to improve literacy scores grades 712. Scientific Based Research: Ford, Donna. "Student Success the way They Need it: Powerful School Change". Phi Delta Kappan v90 n4 p281284. December 2008. Actions (P1I8A1) Implementation (P1I8A1IM1.) Literacy First will continue to be implemented in all of the 712 curriculum. (P1I8A1IM2.) Literacy First "Best Practices" will be incorporated into the daily instructional lesson plans to insure student needs are met. (P1I8A1IM3.) NSLA Funds will be utilized to purchase materials/supplies to implement Literacy First 712. (78 Intensive Reading) (712 content areas.) (Budgeted at the district level.)
Person Timeline Responsible Building Principals and Instructional Facilitators
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ Central Office BUDGET: Computers District Staff Outside Consultants Performance Assessments Teachers Teaching Aids
(P1I8A1IM4.) Time will be designated, during the school day, to practice Monitored Individual Reading Practice (MIRP), for a minimum of twenty minutes per day and a minimum of three days per week.
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(P1I8A1IM5.) Title I funds will be used to purchase Literacy First supplemental materials, such as resource books, binders, etc. (P1I8A1IM6.) Intensive Reading classes will be developed that follows the Literacy First process for students at least two reading grade levels below their actual grade level. This class exceeds standards and will be taught by a regular classroom teacher. Benchmark data shows: Fiftytwo percent of the students taking the Intensive Reading class maintained their present proficiency level and 48% improved one proficiency level. (P1I8A1IM7.) Implementation of teachers use of instructional strategies will be monitored through weekly Classroom Walk Throughs by Principals and Instructional Facilitators. (P1I8A1IM8.) Model behavior will be expected of teachers as they implement the Literacy First Comprehensive Reading Reform Process, i.e. enthusiasm, excitement, "we can do it" attitude, problem solver, persistence, tenacity, sense of urgency about children learning to read. This behavior will be monitored by the building adminstrators and instructional facilitators through daily interaction with the teachers. Walkthrough logs are submitted to the district office weekly and to the Literacy First consultant weekly. Fifty percent of the teachers that participated in Literacy First at the Junior High level modeled the desired attitude and 25% at the High School. Evaluation (P1I8A1EV1.) The effectiveness of the program will be determined by the student scores on both formative and summative assessments, as well as the absentee rate and suspension rate. Professional Development (P1I8A1PD1.) Professional development will be provided for all teachers in the implementatiom of the Literacy First strategies, including special education. Professional development will be held before school starts in the summer and monthly during the school year. (P1I8A1PD2.) Monthly observations and inclass coaching will occur by a Literacy First consultant in order to "tweak" areas of instruction to guarantee the process is carried out with fidelity. (Budgeted in District Plan) Action Type: Alignment Action Type: Professional Development Action Type: Program Evaluation Action Type: Special Education Action Type: Title I Schoolwide Total Budget: Priority 2:
$0
To improve mathematic achievement across the curriculum. 1. High School Mathematics Trend Statement:EOC and Benchmark 78 Grades Over the past three years (11,12,13) data for the high school indicated student achievement low in problem solving and open response questioning with a needed focus in mathematics vocabulary. For the School Year 201213 McGehee High School did not meet AMOs in Math. The Algebra I scores dropped significantly. This was the first year for Common Core and there was also a restructuring of the courses with students taking Algebra II before Geometry. Most of the students in Geometry had been in Geometry A and B. 2. ESEA AMOsMcGehee High School The McGehee High School has been designated an Needs Improvement School in Mathematics by achieving a Performance of 53.80% proficient in the All Student category. Math Performance
Group
Number of Students Attempting Math in 2011
Percent Proficient in Math in 2011
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
2012 AMO
2012 Performance Rate
2013 AMO
2014 AMO
2015 AMO
2016 AMO
2017 AMO
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ACSIP All Students
294
67.69
70.38
72.91
73.08
75.77
78.46
81.15
83.85
Targeted Achievement Gap Group
217
60.37
63.67
66.67
66.98
71.28
73.58
76.88
80.19
African American
137
56.20
59.85
59.85
63.50
67.15
70.80
74.45
78.10
Hispanics
4
75.00
77.08
n<10
79.17
81.25
83.33
85.42
87.50
Caucasian
149
77.18
79.08
83.66
80.98
82.89
84.79
86.69
88.59
Economically Disadvantaged
213
61.03
64.28
67.61
67.53
70.77
74.02
77.27
80.52
English Learners
4
50.00
54.17
n<10
58.33
62.50
66.67
70.83
75.00
Students with Disabilities
23
30.43
36.23
42.86
42.03
47.82
53.62
59.42
65.22
Group
Number of Students with a Growth Trajectory in Math in 2011
Percent Making Growth in Math in 2011
2012 AMO
2012 Growth
2013 AMO
2014 AMO
2015 AMO
2016 AMO
2017 AMO
All Students
159
59.12
62.53
62.50
65.93
69.34
72.75
76.15
79.56
Targeted Achievement Gap Group
117
49.57
53.77
56.13
57.98
62.18
66.38
70.58
74.79
African American
71
42.25
47.06
49.38
51.88
56.69
61.50
66.31
71.13
Math Growth
Hispanics
3
100.00
100.00
n<10
100.00
100.00
100.00
100.00
100.00
Caucasian
83
71.08
73.49
74.07
75.90
78.31
80.72
83.13
85.54
Economically Disadvantaged
114
50.00
54.17
57.03
58.33
62.50
66.67
70.83
75.00
English Learners
2
100.00
100.00
n<10
100.00
100.00
100.00
100.00
100.00
Students with Disabilities
15
6.67
14.45
15.79
22.23
30.00
37.78
45.56
53.34
3. 7th grade Benchmark Data Mathematics 7th grade Benchmark Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged 2010
94
60.6
48.7
67.9
52.8
2011
81
66.7
53.8
77.5
58.2
2012
96
63.5
50
75
57.9
2013
79
52
50
52
47
Math is a strength in the High School. We will continue to work with Students with African American and Economically Disadvantaged students due to those subpopulations having the lowest percentages of proficiency. 4. 8th grade Benchmark Data Mathematics 8th grade Benchmark Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged 2010
74
47.3
22.6
65.1
58.9
2011
94
48.9
28.6
58.9
40.9
acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip_district&username=2105028
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ACSIP 2012
85
63.5
51.3
72.7
59.0
2013
105
44
26
65
36
Math is a strength in the High School. We will continue to work with Students with African American and Economically Disadvantaged students due to those subpopulations having the lowest percentages of proficiency. 5. Algebra I EOC Data Mathematics Algebra I EOC Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged 2010
59
69.5
55.2
89.3
62.2
2011
75
70.7
57.1
81.6
66.0
2012
68
81
69
92
77
2013
117
63
49
72
56
Math is a strength in the High School. We will continue to work with Students with African American and Economically Disadvantaged students due to those subpopulations having the lowest percentages of proficiency. 6. Geometry EOC Data Mathematics Geometry EOC Data % Proficient & Advanced Year Number of Students Combined African American Caucasian Economically Disadvantaged Supporting Data:
2010
81
67.9
54.6
76.1
66.0
2011
61
86.9
83.9
93.1
82.2
2012
54
85
72
96
76
2013
36
58
42
91
52
Math is a strength in the High School. We will continue to work with Students with African American and Economically Disadvantaged students due to those subpopulations having the lowest percentages of proficiency. 7. McGehee High School Attendance. MHS Attendance Rate Report Attendance rate for: Percentage 2010
95.54%
2011
94.14%
2012
97.27%
2013
95.87%
8. McGehee High School ACT Trends Report MHS ACT Report Graduation Year Graduates Tested English Mathematics Reading Science Composite 2010
73
17.1
18.3
17.6
17.6
17.8
2011
89
17.9
17.8
17.5
18.0
17.9
2012
67
16.7
17.8
17.2
17.3
17.3
2013
79
16.6
18.2
17.5
17.1
17.4
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ACSIP More students took the ACT, but the average scores declined. We will continue to work toward raising the average ACT scores. 9. McGehee High School Graduation Rate Report The McGehee High School has been designated an Needs Improvement School in Graduation Rate the 2013 graduation rate was 82.61%. Graduation Rate Report Graduation rate for: Percentage 200809
84.1%
200910*
84.0%
201011
84.2%
201112
84.68%
201213
82.61%
* Note: The preliminary graduation rate for 200910 was calculated using the federally mandated fouryear Adjusted Cohort Graduation Rate. Previous graduation rates used a different method (Completion Rate) and cannot be compared. 10. NormReferenced Test Data 8th grade NormReferenced Testing Data Mathematics % At or Above 50th Percentile Year Number of Students Tested Combined African American Caucasian Economically Disadvantaged 2010
74
51.4
32.3
65.1
44.6
2011
94
35.1
20.0
41.1
25.8
2012
85
47
36
47
43
2013
97
35.1
19.6
45.8
27.2
Math continues to be a subject of focus. This year we made growth. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 11. NormReferenced Test Data 7th grade NormReferenced Testing Data Mathematics % At or Above 50th Percentile Year Number of Students Tested Combined African American Caucasian Economically Disadvantaged 2010
94
44.7
30.8
52.8
38.9
2011
81
45.7
30.8
62.5
36.4
2012
95
41
32
50
36
2013
73
28.8
17.7
38.1
22.4
Math continues to be a subject of focus. This year we made growth. We will focus on Economically Disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. 12. 20102011 High School/Jr. High School CWTS(Literacy First CWT) Strengths 1. The utilization of the Literacy First components: me, we, two, you. 2. The learning objectives were obvious and relevant to the student. 3. The instructional strategies were varied and easily identifiable. Weaknesses 1. There was little or no differentiation in classroom instruction in: product, Content, process or learning environment. 2. There was too much whole group instruction with teacher lecture. 3. There were low levels of Bloom's questioning in all classrooms.
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ACSIP 20112012 High School/Jr. High School CWTS(Google docs survey) Strengths 1. The objectives were understood by students. 2. The emotional connection was made to the content covered/building backgroun d and scaffolding. 3. There was modeling and the lesson format of me, we, two, you was noted in most of the classrooms. Weaknesses 1. There was whole group instruction most of the time in every classroom. 2. The level the students were working was mostly on the recall, understanding, and application levels. 3. The students were found to be listening and writing during most lessons. 20122013 High School/Jr. High School CWTS(Google docs survey) Strengths 1. 67% of the EQs/objectives were visible to the students. 2. 54% of the Instructional strategies were varied within individual lessons. 3. 73% of the lesson formats of me, we, two, you was used in most of the classrooms. Weaknesses 1. 46% of classroom instruction was whole group instruction. 2. 71% of the level the students were working was mostly on the recall, understanding, and application levels. 3. 71% of the students were found to not be listening and writing during most lessons.
Goal
All students will improve in all areas of Mathematics across the curriculum with emphasis in problem solving and open response skills in all strands of the curriculum.
The composite score for students scoring proficient or above in mathematics on the EndOfCourse Algebra I Benchmark and Geometry exams, and the 7th and 8th grade Benchmark exams for 20132014 will meet or exceed 75.77% (2014 ESEA AMO Goal). Intervention: 1. MHS will utilize various tools to provide a standardsbased student centered mathematics curriculum that addresses identified needs in academic performance and learning environment. Scientific Based Research: Grant, Catherine Miles; Davenport, Linda Ruiz. "Principals in Partnership with Math Coaches." Principal, v88 n5 p3641, MayJune 2009. Squires, David A. "Curriculum alignment; researchbased strategies for increasing student achievement." May 2009 Actions
Person Timeline Responsible
(P1I1A1) Implementation
Building Principals
(P2I1A1IM1.) A math facilitator will be employed to will train teachers, share information and coordinate programs and testing. The math facilitator will be paid at her daily rate of pay. NSLA 2294 Salary(Joyce Mangum) $29034.50; benefits $6493.15. Title I 2294 Salary(Joyce Mangum) $29034.50; benefits $6493.15 (P2I1A1IM2.) MHS will continue to contract with the assigned School Improvement Supervisor to discuss ACSIP, Schoolwide status, and Schoolwide planning. (P2I1A1IM3.) The goals and objectives listed on student IEPs will be aligned with the state standards. Special Education Teachers will update IEP folders and special education information on a regular basis. (Schoolwide #2) (P2I1A1IM4.) NSLA funds will be used to send students to competitions, i.e., Quiz Bowl, Science Fair, Chess tournaments, and ACTM Regional Math Competitions. In order to develop higherorder thinking skills (i.e. analysis of moves of competition results, evaluation of performance to determine patterns and use of data) and problemsolving skills (i.e. data analysis/statistics in a reallife setting, use of probability to determine opponent's next move), the regional and statewide competitions will be continued for students in grades 712. NSLA 1590 PS $184.87
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Title I Administrative Employee $29034.50 Staff Salaries: District Staff Title I Employee $6493.15 Benefits: NSLA (State 281) Purchased Services: NSLA (State 281) Employee Benefits:
$184.87
$6693.16
NSLA (State 281) $30034.50 Employee Salaries: ACTION BUDGET:
$72440.18
(P2I1A1IM5.) A Science Facilitator will be hired to assist and train teachers, share information and coordinate programs and testing.
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NSLA 2212 Salary(Joyce Mangum) $1000.00; benefits $200.00. (P2I1A1IM6) A Workforce Career Coach will be hired to assist the students in preparing for future careers. Evaluation (P2I1A1EV1.) The core curriculum alignment will be evaluated by reviewing pacing guides, vertical alignments and test data. (P2I1A1EV2.) The effect of the program will be determined by the percent of students scoring proficient/advanced on the state tests in math.(Schoolwide #1). Professional Development (P2I1A1PD1.) Teachers will attend math and science training and conferences to acquire up to date strategies and methods of teaching mathematics and science such as NCTM (National Council Teachers of Mathematics), NSTA(National Science Teacher Association), and SREB MDC(Mathematics Design Collaborative). (P2I1A1PD2.) Teachers will be trained in curriculum alignment and pacing guide development by curriculum facilitators using The Learning Institute materials. Action Type: Program Evaluation Total Budget:
$72440.18
Intervention: 2. Implement testtaking strategies and preparation for criterionreferenced and normreferenced tests. Scientific Based Research: Mertler, Craig A. "Interpreting Standardized Test Scores: Strategies for Data Driven Instructional Decision Making". Sage Publications, 2007. Actions (P2I2A1) Implementation (P2I2A1IM1.) The CCRPP(ACT prepratory program) will be continued to improve ACT scores by emphasizing content and test taking strategies in mathematics. (Schoolwide #1) NSLA 2240 P/S $510.00renewal of site license. . (P2I2A1IM2.) Title I funds will be used to purchase supplemental materials(math and science lab supplies)to continue to support math and science enrichment. Title 1 1591 PS $500.00; MS $5000.00. (Schoolwide #1) (P2I2A1IM3.) NSLA and Title I funds will be used to provide salaries and benefits for teachers teaching before or after regular school hours for tutoring and remediation sessions in mathematics. Transportation will be provided for required tutoring/remediation.
Person Timeline Responsible Building Principals
Start: 07/01/2013 End: 06/30/2014
Resources Administrative Staff Central Office Computers Outside Consultants Performance Assessments Teachers
Source of Funds Title I Purchased Services:
$500.00
Title I Materials $5000.00 & Supplies: NSLA (State 281) Purchased Services: ACTION BUDGET:
$510.00
$6010
(P2I2A1IM5.) Teachers will integrate ACTAAP testing strategies across the curriculum and will concentrate on open response writing in the areas of numbers and operations, language of algebra and geometry. Vocational and Science teachers will concentrate on measurement skills. (Schoolwide #2) (P2I2A1IM6.) Teachers will incorporate open response writing in the areas of graphing using math skills in other content classes across curriculum. (P2I2A1IM7.) Students will take interim assessments developed by the Learning Institute every nine weeks to better acclimate them to the testtaking atmosphere and to provide formative assessment data for determining remediation and future instruction. Evaluation
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(P2I2A1EV1.) Criterion and normreferenced test scores will be reviewed to determine the effectiveness of the interventions by the percent of students scoring proficient/advanced on the state tests. (Schoolwide #1) Professional Development (P2I2A1PD1.) Staff development will be provided to familiarize teachers with the requirements and formats of the, ACT, PLAN, PSAT, ACTAAP,and End of Course testing. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide (P2I2A2) The Learning Institute
Curriculum Facilitators
Implementation (P2I2A2IM1.) Math and Science teachers will administer interm assessments each nine weeks to monitor progress of students. Results will be analyzed to make decisions of future use of instructional strategies.
Start: 07/01/2013 End: 06/30/2014
ACTION BUDGET: $
Evaluation (P2I2A2EV1.) Teachers will evaluate the effectiveness of the curriculum alignment by administering The Learning Institure created interim assessments in order to measure student progress and make instructional decisions based on student needs and to predict student ACTAAP proficiency and SLE weaknesses. The Learning Institute 20112012 math proficiency forecast for: 7th grade64% and 8th grade60%. Professional Development (P2I2A2PD1.) Instructional Facilitators will conduct onsite training to teach teachers how to use the Learning Institute website effectively. Total Budget:
$6010
Intervention: 3. Implement technology in math and science classes in order to improve math skills. Scientific Based Research: Demski, Jennifer. "STEM Picks Up Speed." T.H.E. Journal, v36 n1 p2226, Jan 2009. Wolf, Mary Ann. "High Schools: An Equation that Works." T.H.E. Journal v35 n7 p2426, Jul 2008 Actions (P2I3A1) Implementation (P2I3A1IM1.) NSLA and Title I funds will be used to purchase materials (consummables, discection specimens and AP student kits) and equipment for the math and science departments and to update and replace equipment such as calculators and microscopes, and other student used supplies. NSLA 1590 M/S $8000.70; Title I 1591 MS $12000.00 (P2I3A1IM3.) NSLA funds will be used to purchase materials and supplies to assist in improving instruction. NSLA 1590 PS $100; MS $1000.00. Title I 1591 MS $5000.00 (P2I3A1IM4.) Teachers will use multiple types of strategies to teach unit conversions. (P2I3A1IM5.)Study Island, IReady, and Sum dog programs will be utilized for remediation and benchmark preparation.
Person Timeline Responsible Building Principals
Start: 07/01/2013 End: 06/30/2014
Resources Administrative Staff Central Office Computers Outside Consultants Teachers
Source of Funds Title I Purchased Services:
$500.00
Title I Materials $19100.00 & Supplies: NSLA (State 281) Purchased Services:
$1433.79
NSLA (State 281) $10000.70 Materials & Supplies: ACTION BUDGET:
$31034.49
Evaluation (P2I3A1EV1.) Student and teacher use of technology will be evaluated annually through professional development records, surveys and classroom walkthroughs. Results of
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surveys and inventories will be reported in the 20112012 plan. Results of the surveys of technology usage was 94% of teachers who use technology (15 out of 16 teachers). Adjustments will be made based upon the survey results. Professional Development (P2I3A1PD1.) Title I and NSLA funds will be used for training, training materials and supplies as needed. NSLA 1590 MS $1000.00, 2210 PS 1333.79. Title I 2210 PS $500.00, MS $2100.00. (P2I3A1PD2.) Teachers will attend embedded, state and coop training in providing standards based classroom instruction. Action Type: AIP/IRI Action Type: Alignment Action Type: Professional Development Action Type: Technology Inclusion Action Type: Title I Schoolwide Total Budget:
$31034.49
Intervention: 4. Implement intervention strategies in grades 712 to meet AIP goals. Scientific Based Research: Edmunds, Julie A.; McCloskey, Wendy. "Levers for Change: Southeast Region States Initiatives to IMprove High Schools. Issues & Answers." Regional Educational Laboratory Southeast. Sept 2009. Actions (P2I4A2) Implementation (P2I4A2IM1.) Title I funds will be used to support math programs in summer school. Transportation will be provided.
Person Timeline Responsible Derrell Thompson, Principal 9 12
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Title I Administrative Purchased $400.00 Staff Services: Performance Assessments Teachers ACTION $400 BUDGET:
(P2I4A2IM2.) Students not proficient in math will be required to attend intervention sessions holding students accountable for ninety percent attendance. (Schoolwide #9 Pointintime remediation no funds are attached to this intervention) (P2I4A2IM3.) Students in 7th and 8th grades who are not proficient in math will attend math labs as assigned. (P2I4A2IM4.) Title I funds will be used to implement before and after school tutoring programs to increase student achievement in Math. (P2I4A2IM5.) AIPs(Academic Improvement Plans) will be written for all students scoring below proficient on Benchmark and EOC exams. (Schoolwide #1) (P2I4A2IM6.) Parents will be given explainations of the intervention programs being used. (Schoolwide #6) (P2I4A2IM7.) Intervention programs will be utilized to target the specific math skill deficits of each student. (Schoolwide #1) (P2I4A2IM8.) b>Summer school will be used to increase student achievement in math. (P2I4A2IM10.) Title I funds will be used to purchase I Ready diagnostic software programs to increase student achievement in mathematics. (P2I4A2IM11.) Title I funds will be used to purchase SumDog subscriptions to increase student achievement in mathematics. Title I Funds 1591 P/S 400.00. Evaluation
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(P2I4A2EV1.) Criterion and norm referenced test scores will be used to determine the success of the tutoring and intervention programs. (P2I4A2EV2.) School attendance records will be used to determine student attendance in labs and intervention sessions. Professional Development (P2I4A2PD1.) The Math Facilitator will provide teachers with training in educational strategies and modeling specific skills for math lessons to insure that all students including Special Education are making progress in math to reach goals as indicated by AIPs. (P2I4A2PD2.) Adjustments to instruction will be made by the Math Facilitator and teachers as needed in order to meet the needs of the students. (Schoolwide #4) Action Type: AIP/IRI Action Type: Alignment Action Type: Equity Action Type: Parental Engagement Action Type: Title I Schoolwide Derrell Start: (P1I4A1) Thompson, 07/01/2013 Implementation Buildging End: (P2I4A1IM1.) 1. School Improvement Grant 1003(a),Title Principal 06/30/2014 1, Part A funds were utilized to purchase and implement two IPad2 lab sets, IPad 2 Application programs, charging carts, and professional development to address the present achievement gaps. Additional IPads will be purchased to serve more students if funds are available. Utilization of grant funding will increase student achievement in math as well as literacy. It will also increase professional knowledge about differentiation and instructional strategies for classroom implementation. 1003a grant M/S (beginning balance $40,825.58 (1112), current balance(1213)1591 MS $3539.35
Title I 1003(a) $3539.29 Materials & Supplies: ACTION $3539.29 BUDGET:
Evaluation (P2I4A1EV1.) Criterion and normreferenced test scores will be reviewed to determine the effectiveness of the interventions by the percent of students scoring proficient/advanced on the state tests. (Schoolwide #1) Professional Development (P2I4A1PD1.) Staff development will be provided to familiarize teachers with the requirements and formats of the IPADs and applications needed to use the Ipads successfully. Action Type: SIF 1003(a) 1011 Total Budget:
Priority 3:
$3939.29
Decrease the achievement gap between Children with Disabilities and the combined population of the district in math and literacy.
1. McGehee District Benchmark & EOC Data
Mathematics 2011 Benchmark and EOC Data % Proficient & Advanced Grade
Number of Students Combined African American Caucasian Economically Disadvantaged
7
81
66.7
53.8
77.5
58.2
8
94
48.9
28.6
58.9
40.9
Algebra 1
75
70.7
57.1
81.6
66.0
Geometry
61
86.9
83.9
93.1
82.2
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ACSIP Literacy 2011 Benchmark and EOC Data % Proficient & Advanced Grade Number of Students Combined African American Caucasian Economically Disadvantaged 7
81
58.0
53.8
62.5
56.4
8
94
66.0
45.7
76.8
59.1
11
68
45.6
27.0
66.7
35.3
Mathematics 2012 Benchmark and EOC Data % Proficient & Advanced Grade
Number of Students Combined African American Caucasian Economically Disadvantaged
7
96
63.5
50
75
57.9
8
85
63.5
51.3
72.7
59
Algebra 1
68
81
69
92
77
Geometry
54
85
72
96
76
Literacy 2012 Benchmark and EOC Data % Proficient & Advanced Grade Number of Students Combined African American Caucasian Economically Disadvantaged 7
96
66.7
50
81.3
60.5
8
85
74.1
69.2
79.5
68.9
11
82
53
36
75
44
Mathematics 2013 Benchmark and EOC Data % Proficient & Advanced Grade
Number of Students Combined African American Caucasian Economically Disadvantaged
7
79
52
50
52
47
8
105
44
26
65
36
Algebra 1
117
63
49
72
46
Geometry
36
58
42
91
52
Literacy 2013 Benchmark and EOC Data % Proficient & Advanced Supporting Data:
Grade Number of Students Combined African American Caucasian Economically Disadvantaged 7
79
63
59
69
58
8
106
57
47
67
54
11
58
57
31
78
43
2. McGehee High School Attendance. MHS Attendance Rate Report Attendance rate for: Percentage 2010
95.54%
2011
94.14%
2012
97.27%
2013
95.87%
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3. McGehee High School ACT Trends Report MHS ACT Report Graduation Year Graduates Tested English Mathematics Reading Science Composite 2010
73
17.1
18.3
17.6
17.6
17.8
2011
89
17.9
17.8
17.5
18.0
17.9
2012
67
16.7
17.8
17.2
17.3
17.3
More students took the ACT, but the average scores declined. We will continue to work toward raising the average ACT scores. 4. McGehee High School Graduation Rate Report The McGehee High School has been designated an Needs Improvement School in Graduation Rate the 2013 graduation rate was 82.61%. Graduation Rate Report Graduation rate for: Percentage 200809
84.1%
200910*
84.0%
201011
84.2%
201112
TBA
201213
82.61%
* Note: The preliminary graduation rate for 200910 was calculated using the federally mandated fouryear Adjusted Cohort Graduation Rate. Previous graduation rates used a different method (Completion Rate) and cannot be compared. We will continue to work on increasing our graduation rate. 5. In 20062007 the percent of children with disabilities with IEPs served in public or private separate schools, residential placements, or homebound/hospital placements for the state was 2.76% for McGehee Public Schools it was 4.22%. 6. In 20092010, the percent of Children with Disabilities scoring proficient or above on the state tests in literacy was 16.49% for the state and 6.19% for McGehee School District. In Mathematics the percentage for the state was 24.81% and for the school district was 10.13%. In 20072008, the percentage for the state in literacy was 19.95% and 6.52% for McGehee School District. In Mathematics the percentage for the state was 30.86% and for the school district was 17.89%. 7. In 20072008, the percent of youth with disabilities aged 16 and up with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post secondary goals in the state was 80.82%, for McGehee Public Schools 88.89%. 8. In 20062007, the percent of children with parental consent to evaluate who are evaluated with the State established time of 60 days ("Child Find") for the state was 98.93% overall. McGehee School District's percent was 47.06%. In 20072008, the percent for the state overall was 97.2% and for the district 0%. The percent for the state for school age was 97.17% and for the district 0%.
Goal
1. To increase the performance proficiency of students with disabilities in literacy and mathematics to meet the State target rate.
Benchmark
McGehee High School will increase the performance proficiency of students with disabilities to the state target rate by the end of the 20122013 school year.
Intervention: Intervention 1: Support and monitor strategies and interventions to increase the performance proficiency of students with disabilities in literacy and mathematics. Scientific Based Research: Jimenez, Terese C., Ed.; Graf, Victoria L., Ed. "Education for All: Critical Issues in the Education of Children and Youth with Disabilities". JosseyBass, An Imprint of Wiley. 2008 Actions
Person Responsible
Timeline
(P3G1I1A1) Monitor use of psychological examiner's services Cindy Grimes, LEA Start: including behavior management planning, evaluations, and Supervisor 07/01/2013 incentive programs. End: 06/30/2014
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Resources District Staff Outside Consultants
Source of Funds ACTION $ BUDGET:
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Action Type: Collaboration Action Type: Equity Action Type: Program Evaluation Action Type: Special Education
Teachers
(P3G1I1A3) Monitor and evaluate the formative assessments Building principals Start: and summative assessments to determine individual student and Sped 07/01/2013 growth and need. Supervisor End: 06/30/2014 Action Type: Collaboration Action Type: Equity Action Type: Special Education (P3G1I1A4)Review and chart results of chunk tests designed Principals by The Learning Institute to monitor students' achievement in math and literacy. Action Type: Special Education
Start: 07/01/2013 End: 06/30/2014
(P3G1I1A6)Professional Development: Provide Prinicipals, Special Start: data/assessment training to teachers of students with disabilities. Teachers 07/01/2013 End: Action Type: Professional Development 06/30/2014 Action Type: Special Education Action Type: Technology Inclusion (P3G1I1A5)Schedule TLI training on how to disaggregate and interpret data as it pertains to students with disabilities.
Prinicipals
Action Type: AIP/IRI Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion (P3G1I1A2)Develop Sprint teams and provide training for teachers at Jr. High and High School. Action Type: AIP/IRI Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion (P3G1I1A7) Special education teachers will monitor student progress according to IEP goals.
Start: 07/01/2013 End: 06/30/2014
Administrative ACTION Staff $ BUDGET: Performance Assessments Teachers
Administrative ACTION Staff $ Title Teachers BUDGET:
Teachers Title Teachers
Administrative ACTION Staff $ BUDGET: Teachers Title Teachers
Prinicipals, Special Start: Ed Teachers 07/01/2013 End: 06/30/2014
Special Ed Teachers
Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Action Type: Technology Inclusion
Start: 07/01/2013 End: 06/30/2014
ACTION $ BUDGET:
ACTION $ BUDGET:
Teachers
ACTION $ BUDGET:
Total Budget:
$0
Intervention: Intervention 2. Research training and trainers for response to interventions. Scientific Based Research: Actions
Person Timeline Responsible
(P3G1I2A4) Special Education secretary in coordination with special Building education teachers will preschedule existing data reviews for students Principals with disabilities due for reevaluation in 20102011 school year so students can be instructed at the correct level in order to increase student achievement.
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ BUDGET: Teachers
Action Type: Special Education (P3G1I2A2) Provide Data/Assessment training to teacher of students with disabilities.
Building Principals
Start: 07/01/2013 End: 06/30/2014
(P3G1I2A1)Provide regular classroom teachers and resource teachers with coteaching training to ensure success of inclusion studnets in all grade levels.
Building Principals
Start: 07/01/2013 End: 06/30/2014
(P3G1I2A3) Implement the coteaching model in 712 grades.
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Total Budget:
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ACTION $ BUDGET:
ACTION $ BUDGET:
ACTION $ BUDGET: $0
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Goal
2. Increase the percent of children with parental consent to evaluate (Child Find)who are evaluated with the State established timeline of 60 days.
Benchmark
Increase the percent of children with parental consent to evaluate (Child Find)who are evaluated with the State established timeline of 60 days to the state target of 100%.
Intervention: Intervention 1. Increase the percent of children with parental consent to evaluate (Child Find)who are evaluated with the State established timeline of 60 days. Scientific Based Research: Sadler, Carol; Sugai, George. "Effective Behavior and Instructional Support; A District Model for Early Identification and Prevention of Reading and Behavior Problems". Journal of Positive Behavior Interventions, v11 n1 p3546 2009. Person Timeline Responsible
Actions (P3G3I2A1) Internal monitoring will be conducted regularly to ensure that all students located have been reported. Action Type: Special Education (P3G3I1A2) Increase the percent of children with parental consent to evaluate who are evaluated with the State established timeline of 60 days as reported on the Annual Performance Report. In the 20092010 school year 0% were reported of being found compared to 97.17% in the state.
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ Central Office BUDGET:
Administrative ACTION Staff $ Central Office BUDGET: Teachers
Action Type: Special Education Total Budget: Goal
$0
3. Increase the percent of youth with disabilities aged 16 and up with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals.
Increase the percent of youth with disabilities aged 16 and up with an IEP that includes coordinated, Benchmark measurable, annual IEP goals and transition services that will reasonably enable the student to meet the post secondary goals to meet the state target of 100%. Intervention: Intervention 1. Increase the percent of youth with disabilities aged 16 and up with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the student to meet the postsecondary goals. Scientific Based Research: Webb, Kristine W.; Patterson, Karen B.; Syverud, Susan M.; SeabrooksBlackmore, Janice J. "Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices". Exceptionality, v16 n4 p192206 Oct 2008 Baer, Robert M.; Flexer, Robert W.; Dennis, Lawrence. "Examining the Career Paths and Transition Services of Students iwht Disabilities Exiting High School". Education and Training in Developmental Disabilities, v42 n3 p317329 Sept 2007 Actions
Person Responsible
(P3G4I1A2) Contract with a consultant monthly to implement a transition classroom at the high school. Expenses for the consultant will be paid through IDEA Stimulus funds.
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Remodel an existing classroom at the high school in order to equip it as a transition classroom. Expenses for the remodeling will be paid through IDEA Stimulus funds.
Timeline
Resources
Source of Funds
Administrative ACTION Staff $ Central Office BUDGET: District Staff Outside Consultants
Train a teacher in the necessary skills to facilitate the transition classroom at the high school. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education (P3G4I1A3) Purchase supplies and materials for the transition classroom with IDEA Stimulus funds. Action Type: Special Education (P3G4I1A1) Internal monitoring will be conducted to ensure that all students 16 and older have an adequate transition plan. Action Type: Program Evaluation Action Type: Special Education
Administrative ACTION Staff $ Central Office BUDGET:
Central Office
ACTION $ BUDGET:
Total Budget: Goal
$0
4. One hundred percent of students needing new evaluations will be evaluated, with parental consent, within the state established timeline of 60 days.
Benchmark Submit required data elements on or before due dates and make revisions within the allotted review periods.
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ACSIP Professional Development: Provide training in federal and state regulations concerning evaluation timelines for students with disablilites. And contact Josephine Buffington from the ADE for technical assistance.
Intervention: Intervention 1. Submit required data elements on or before due dates and make revisions within the allotted review periods. Scientific Based Research: Bennet, Randy Elliot. "Project SPECIAL: System Evaluation Report". 1983 Person Responsible
Actions (P3G5I1A2)The Due Process Secretary and the LEA Supervisor will attend a conferences on data entry to guarantee that all data is entered accurately and timely. Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion
Timeline
Cindy Grimes, Start: LEA 07/01/2013 Supervisor End: 06/30/2014
Administrative ACTION Staff $ BUDGET: Computers District Staff
(P3G5I1A1) Data will be reviewed by the LEA Supervisor and the Cindy Grimes, Start: Due Process Secretary before submission of Cycle Reports. LEA 07/01/2013 Supervisor End: Action Type: Program Evaluation 06/30/2014 Action Type: Special Education (P3G5I1A3) Implementation: Submit required data elements on or before due dates and make revisions within the allotted review periods.
Source of Funds
Resources
Central Office District Staff
Cindy Grimes, Start: LEA 07/01/2013 Supervisor End: 06/30/2014
ACTION $ BUDGET:
Administrative ACTION Staff $ BUDGET: District Staff Outside Consultants Teachers
Total Budget: Goal
$0
5. Increase to 54% or greater the percentage of students with disabilities receiving instruction in the regular classroom 80% of the day.
Benchmark Continue to implement the coteaching model in grades 712. Intervention: Intervention 1. Provide professional development training in the coteaching model using ARLEARN. Scientific Based Research: Actions
Person Responsible
Timeline
(P3G6I1A1) Investigate and apply for training from ARLEARN.
Prinicipals and Special Education Teachers
Start: 07/01/2013 End: 06/30/2014
Action Type: Collaboration Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion
Resources
Source of Funds ACTION BUDGET:
Total Budget:
$
$0
Goal
6. One hundred percent of students with parental consent to evaluate will be evaluated within the state and federal established timeline of 60 days.
Benchmark
One hundred percent of students with parental consent to evaluate will be evaluated within the state/federal established timeline of 60 days by the end of the 20122013 school year.
Intervention: Intervention 1. Ensure that designated special education personnel are appropriately trained reqarding required data elements for APSCN and required evaluation timelines. Scientific Based Research: Research in Special Education: Scientific Methods and EvidenceBased Practices. samuel L. odom; Ellen Brantlinger; Russell Gersten; Robert h horner; et al Exceptional Children; Winter 2007; 71, 2; Research Library. Actions (P3G7I1A5) Special education supervisor, due process secretary and special education secretary will attend webinars regarding APSCN data entry to guarantee that all data is entered accurately and timely. Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion
Person Timeline Responsible Cindy Start: Grimes, LEA 07/01/2013 supervisor End: 06/30/2014
(P3G7I1A2) The LEA Supervisor will provide training regarding Cindy Start: timelines to special education staff in August and March and as needed Grimes, LEA 07/01/2013 on an individual basis. supervisor End: 06/30/2014 Action Type: Professional Development Action Type: Special Education
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Resources Teachers
Source of Funds ACTION $ BUDGET:
ACTION $ BUDGET:
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(P3G7I1A6) Schedule training for special education staff provided by ADE Special Education personnel in federal and state regulations concerning evaluation timelines for students with disabilities.
Cindy Start: Grimes, LEA 07/01/2013 supervisor End: 06/30/2014
(P3G7I1A4) The LEA Supervisor, Building Principal/Designee and Due Process Secretary will review status of timelines for students referrred for evaluations weekly.
Cindy Start: Grimes, LEA 07/01/2013 supervisor End: 06/30/2014
Action Type: Special Education (P3G7I1A3) Required data elements will be reviewed and submitted in APSCN on or before due dates and make revisions within the allotted review periods.
Cindy Gimes, LEA supervisor
Action Type: Special Education
ACTION $ BUDGET:
ACTION $ BUDGET:
Start: 07/01/2013 End: 06/30/2014
ACTION $ BUDGET:
(P3G7I1A1) Implementation: Submit required data elements on or Cindy Start: before due dates and make revisions within the allotted review Grimes, LEA 07/01/2013 periods. Supervisor End: 06/30/2014
Administrative ACTION Staff $ BUDGET: District Staff Outside Consultants Teachers
Total Budget:
$0
Intervention: Intervention 2. Ensure that the contract with the psychological evaluations services provider contains provisions regarding meeting timelines and content of reports. Scientific Based Research: Person Responsible
Actions (P3G7I2A3)The LEA supervisor will meet with Ken Robinson of Pine BLuff Psychologicl Services to review the contract provisions regarding timelines and required content of reports. Action Type: Collaboration Action Type: Special Education (P3G7I2A2)Training will be provided in Federal and State regulations concerning evaluation timelines for students with disabilities.
Source of Funds
Resources
Cindy Gimes, Start: LEA 07/01/2013 supervisor End: 06/30/2014
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Cindy Grimes, LEA Supervisor
Start: 07/01/2013 End: 06/30/2014
Action Type: Professional Development Action Type: Special Education (P3G7I2A1)Submitting required data elements on of before due dates will be implemented and revisions will be made within the allotted review periods.
Timeline
Action Type: Special Education
ACTION $ BUDGET:
ACTION $ BUDGET:
Administrative ACTION Staff $ BUDGET: District Staff Outside Consultants Teachers
Total Budget: Goal
$0
7. Increase to 54% or greater the percentage of students with disabilities recieving instruction in the regular classroom 80% or more of the school day.
Benchmark Continue to implement the coteaching model in grades 712. Intervention: Intervention 1. Provide professional development training in the coteaching model. Scientific Based Research: A Multiyear evaluation of the effects of a Response to Intervention (RTI) model on identification of children for special education. AM VanDerHeyden, JC Witt, D Gilbertson Journal of School Psychology, 2007Elsevier. Actions
Person Responsible
(P3G8I1A2)Provide coteaching training provided by ARLEARN for two Cindy Grimes, LEA secondary teams. supervisor
Timeline
Action Type: Professional Development
Start: 07/01/2013 End: 06/30/2014
(P3G8I1A1) The implementation of coteaching will continue through Cindy Grimes, LEA out grades 712. Supervisor Academic progress will be monitored throughout the year using the interim assessments and Benchmark data.
Start: 07/01/2013 End: 06/30/2014
Total Budget:
Resources
Source of Funds ACTION $ BUDGET:
ACTION $ BUDGET: $0
To improve physical fitness and promote a healthy lifestyle.
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Priority 4: 1. The McGehee High School considers obesity to a major health problem among adolescences. Act 1220 of 2003 requires BMI (Body Mass Index) to be assessed for all students in K, 2, 4, 6, 8, and 10th grades. The BMI precentile is assessed for each child based upon gender, age, height, and weight. The BMI predentile is used to categorize children according to whether they are underweight, have a healthy weight, are overweight, or are obese. 2. Body mass index is calculated by the following formula: BMI = (weight in pounds)÷(Height in Inches)² x 703. Underweight: BMI less than 5% Healthy Weight: BMI between 5% and less than 85% Overweight: BMI between 85% and less than 95% Obese: BMI greater than or equat to 95%. 3. McGehee High School Enrollment. BMI (Body Mass Index Enrollment) Attendance rate for: Total Enrollment Total BMI Enrollment Total BMIs Assessed 20122013
540
157
155
20112012
498
150
147
20102011
513
180
81
20092010
533
149
36
4. McGehee High School BMI Classifications for 8th Grade 8th Grade BMI Classification Report Year
Supporting Data:
Number Number Number All Healthy or Overweight Male Healthy or Overweight Female Healthy or Overweight Students Underweight or Obese Students Underweight or Obese Students Underweight or Obese Assessed Assessed Assessed
2012 2013
97
51.2%
20.1%
43
48.8%
51.2%
53.7
46.3%
41.5%
2011 2012
147
59.8%
20.1%
43
55.8%
44.2%
41
58.5%
41.5%
2010 2011
81
58.4%
20.8%
30
60%
40%
30
53.3%
46.7%
2009 2010
36
58.8%
41.2%
16
62.5%
37.5%
20
55%
45%
5. McGehee High School BMI Classifications for 10th Grade 10th Grade BMI Classification Report
Year
Number Number Number All Healthy or Overweight Male Healthy or Overweight Female Healthy or Overweight Students Underweight or Obese Students Underweight or Obese Students Underweight or Obese Assessed Assessed Assessed
2012 2013
147
59.8%
20.1%
34
50.0%
50.0%
37
56.8%
43.2%
2011 2012
147
59.8%
20.1%
33
66.7%
33.3%
30
60%
40%
2010 2011
81
58.4%
20.8%
7
N/A
N/A
14
57.1%
42.9%
2009 2010
36
58.8%
41.2%
0
N/A
N/A
0
N/A
N/A
6. 20122013 BMI results for McGehee High School (grades 712) show: approximately 17.7% of all children measured were in the OVERWEIGHT category./ approximately 22.4% of all children measured were identified as OBESE./
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ACSIP 20112012 BMI results for McGehee High School (grades 712) show: approximately 17.7% of all children measured were in the OVERWEIGHT category./ approximately 22.4% of all children measured were identified as OBESE./ 20102011 BMI results for McGehee High School (grades 712) show: approximately 21% of all children measured were in the OVERWEIGHT category./ approximately 21% of all children measured were identified as OBESE./ 20092010 BMI results for McGehee High School (grades 712) show: approximately 27.8% of all children measured were in the OVERWEIGHT category./ approximately 13.9% of all children measured were identified as OBESE./ 7. APSCN Cycle 2 report for free and reduced meal eligibility for McGehee High School is: 20122013 76%. 20112012 75%. 20102011 74%. 20092010 71%. 8. School Health Index(SHI)score card for HS and JHS: Module 1 (school health policies and environment) scored 85.3%, Module 2 (health education) scored 96%, Module 3 (physical education programs) scored 86%, Module 4 (nutritional services) scored 81%, and module 8 (family and community involvement) scored 78%.
Goal
Students participating in the student activity period will improve their cardiovascular health, muscular strength/endurance, and flexibility.
Benchmark
Healthier BMI results will be evident by June 30, 2013. There will be a 10% improvement in the 20122013 BMI results.
Intervention: Intervention 1. McGehee High School will encourage strategies and activities that encourage healthy lifestyles. Scientific Based Research: "Childhood Obesity and Academic Outcomes." James B. Hunt Jr. Institute for Educational Leadership and Policy, Dec 2008. Lambdin, Dolly; Erwin, Heather. "School Wellness Policy: Community Connections." Journal of Physical Education, Recreation, and Dance (JOPERD), v78 n6 p2932, Aug 2007 Person Responsible
Timeline
(P4G1I1A6) Promote reduction of time students spend engaged in sedentary activities such as watching television and playing video games.
Terrance Spratt, Physical Education Teacher
Start: 07/01/2013 End: 06/30/2014
Librarian, Home Economics teacher, and parent Involvement Chair persons
Start: 07/01/2013 End: 06/30/2014
Cafeteria Food Manager
Start: 07/01/2013 End: 06/30/2014
Central Office Outside Consultants
ACTION $ BUDGET:
Start: 07/01/2013 End: 06/30/2014
Computers Outside Consultants
ACTION $ BUDGET:
Start: 07/01/2013 End: 06/30/2014
District Staff Teachers
Start: 07/01/2013 End: 06/30/2014
Outside Consultants
Action Type: Parental Engagement Action Type: Wellness (P4G1I1A2) Encourage development and participation in family oriented, communitybased physical activity program. Action Type: Collaboration Action Type: Wellness
(P4G1I1A3) Encourage healthier eating habits by offering a variety of healthy choices during morning and lunch meal times. Action Type: Wellness (P4G1I1A4) Encourage students to eat in the school cafeteria by creating an inviting atmosphere with posters, menus and nutritional values of foods.
District Dietician
Action Type: Wellness (P4G1I1A5) The nutrition committee will hold regular Derrell monthly meetings to discuss and evaluate actions being Thompson,Principal 912 implemented. Updates and adjustments will be made to actions if necessary.
Resources
Source of Funds
Actions
Administrative ACTION Staff $ BUDGET: Outside Consultants
Administrative ACTION Staff $ BUDGET: Community Leaders Outside Consultants
ACTION $ BUDGET:
Action Type: Alignment Action Type: Program Evaluation (P4G1I1A1) CPR and first aid training will be made available to faculty and staff members.
Building Principals
Action Type: Professional Development Total Budget: Priority 5:
ACTION $ BUDGET: $0
The McGehee High School will focus on student academic performance as indicated in the Scholastic Audit findings as of January 11, 2009 to January 16, 2009. Report provided to the District March 16, 2009.
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ACSIP 1. The Arkansas Department of Education conducted a Scholastic Audit of the McGehee High School during the period of January 11, 2009 to January 16, 2009. Based on the Scholastic Audit Performance levels (i.e., Performance Level 4-Exemplary level of development and implementation; Performance Level 3-Fully functional and operational level of development and implementation; Performance Level 2-Limited development or partial implementation; and Performance Level 1-Little or no development and implementation), the level of performance for each of the 9 Standards for school improvement of the McGehee High School are as follows: (NE - Not Evident) Standard 1-Curriculum: Level(4) NE, (3) NE, (2)57%,(1)43% Standard 2-Classroom Evaluation/Assessment: Level (4) NE, (3) NE, (2)13%,(1)87% Standard 3-Instruction: Level (4) NE, (3) NE, (2) 50%,(1) 50% Standard 4-School Culture: Level (4) NE, (3) NE, (2)82%,(1)18% Standard 5-Student, Family and Community Support: (4) NE, (3) NE, (2)100%, (1)NE Standard 6-Professional Growth, Dev and Eval: (4) NE, (3) NE, (2)92%, (1)8% Standard 7-Leadership: (4) NE, (3) NE, (2)82%, (1)18% Standard 8-School Org and Fiscal Resources: (4) NE, (3) NE, (2)80%, (1)20% Standard 9-Comprehensive and Effective Planning: (4) NE, (3) NE, (2)62%, (1)38% The McGehee School District and High School will address the recommendations of the report over a period of 3 to 5 years; however, the focus for year 1 (08-09) will address standard(s) 3, 4, and 8; and indicators 3.1c, 4.1i, and 8.1d. 2. STANDARD 1 - Academic Performance - Curriculum The McGehee High School will address Standard 1 beginning in the 2009-2010 school year.
For 20092010, indicators 1.1a, 1.1e, and Next Steps #2 and 5 will be addressed. 1. The curriculum is not fully aligned in all content areas. 2. The curriculum provides few connections to postsecondary education or career options. 3. Teachers are not using effective instructional strategies to optimize student achievement. 4. There is no comprehensive vertically and horizontally aligned curriculum. 3. STANDARD 2 - Academic Performance - Classroom Evaluation/Assessment The McGehee High School will address Standard 2 beginning in the 2009-2010 school year.
For 20092010, indicators 2.1b, 2.1f, and Next Step #2 will be addressed. 1. Most teachers do not have a colleague teaching the same course and do not intentionally colaborate with other teachers on their grade level or in their content area to design assessment tasks that are aligned with the Arkansas Academic Core Standards. 2. Students are seldom given a choice in the forms of assessment to demonstrate proficiency based on their individual learning styles. 3. Rubrics are not used on a consistent basis for all assignments to clarify the task and show distinctions in levels of performance. 4. Teachers are not using effective instructional strategies to optimize student achievement. 4. STANDARD 3 - Academic Performance - Instruction In 2009-2010, 3.1c and Next Steps #2 and 3 will be addressed. 1. Limited written feedback is provided. 2. Teachers are not using effective instructional strategies to optimize student achievement. 3. Teachers do not meet collaboratively for the purpose of examining student work and informing instructional practice.
In 2008-2009, 3.1c and Next Step Deficiencies 1 and 2 were addressed. 1. Limited written feedback is provided by school leadership after weekly classroom walkthroughs. 2. In many classes the instructional setting is whole-group and the instructional practice is lecture. 5. STANDARD 4 - Learning Environment - School Culture In 2009-2010, 4.1b, 4.1e, and 4.1i will be addressed. 1. A variety of programs have been put in place without evidence of improved achievement. 2. Most teachers do not used differentiated instructional strategies to
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ACSIP teach to various learning styles. 3. No teachers maintain classroom web sites for school to home communication.
Supporting Data:
In 2008-2009, 4.1i and Next Step Deficiencies 2 and 6 were addressed. 1. The High School Student Handbook on the web site is the 2004-2005 school year handbook. 2. Edline is not available for parents to access student information. 6. STANDARD 5 - Learning Environment - Student, Family and Community Support The McGehee High School will address Standard 5 beginning in the 2009-2010 school year.
In 20092010, 5.1c and 5.1 e will be addressed. 1. Teachers have not received formal training in inclusion. 2. Individual Graduation Plans are not developed for students util the summer prior to their senior year. 7. STANDARD 6 - Learning Environment Professional Growth, Development, and Evaluation The McGehee High School will address Standard 6 beginning in the 2009-2010 school year.
In 20092010, 6.1c will be addressed. 1. Professional development needs of individual staff have not been identified. 2. The Individual Professional Growth Plans are not a consideration in determining the professsional development opportunities for the district or school. 8. STANDARD 7 - Efficiency - Leadership - Leadership The McGehee High School will address Standard 7 beginning in the 2009-2010 school year.
In 20092010, 7.1a and 7.1e will be addressed. 1. The mission statements were not developed collaboratively with parents, students, community members, and classified staff. 2. No leadership team has been established. 9. STANDARD 8 - Efficiency - School Organization and Fiscal ResourcesIn 2009-2010, 8.1b, 8.1d, and Next Step #1 will be addressed. 1. The master schedule does not provide all students access to every class. 2. Not all teachers maximize instructional time through classroom management and organizational practices. 3. Teachers do not engage students in meaningful learning activities for the full instructional period.
In 2008-2009, 8.1d and Next Step Deficiency 3 were addressed. 1. A few students are assigned to the same core class for two periods or a remediation class they do not need because of scheduling conflicts. 2. Most students are not academically engaged from bell-to-bell. 3. Few teachers utilize research-based instructional strategies. 10. STANDARD 9 - Efficiency - Comprehensive and Effective Planning In 2009-2010, 9.1a, 9.3a, 9.3b, and 9.6d will be addressed. 1. The mission statements have not been revised in recent years. The ACSIP does not list any participants that were involved in developing the mission statements other than school personnel. There is no evidence of a procedure to solicit input from the stakeholders or involve members of the local school board other than their formal approval. The public has not been provided an opportunity to review or make recommendations to the mission statements. 2. The ACSIP planning team did not conduct a review of current educational research. 3. A systematic process for analyzing data throughout the current school year is not in place to address students with special learning needs or
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ACSIP achievement gaps. 4. Most of the staff is unaware of the specific goals of the ACSIP and the action steps listed to facilitate attainment of the goals. Feedback is not collected to instruct revisions or modifications to the ACSIP.
Goal
STANDARD 1 Academic Performance Curriculum. The McGehee High School will develop and implement a curriculum that is rigorous, intentional, and aligned to state and local standards.
STANDARD 1 Academic Performance Curriculum The McGehee High School will meet or exceed Category 3 for all Standard 1 indicators. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 1 there were: Benchmark a. 6 indicators (38%) evaluated as "Evaluation Category 1" b. 10 indicators (62%) evaluated as "Evaluation Category 2" c. 0 indicators (0%)evaluated as "Evaluation Category 3" d. 0 indicators (0%)evaluated as "Evaluation Category 4" Intervention: STANDARD 1: Academic Performance Curriculum Scientific Based Research: Carter, L. (2007). Total Instructional Alignment: From Standards to Student Success. Boomington, IN: Solution Tree. Person Timeline Responsible
Actions
(P5G1I1A4) A 712 committee will be established to vertically and Building horizontally align curriculum, monitor and revise curriculum to Principals provide specific links to continuing education, life, and career options. This will be done through quarterly committee meetings as documented by signin sheets, minutes, and agendas.(1.1c,e,f)
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ Central Office BUDGET: Teachers
Action Type: ADE Scholastic Audit Action Type: Alignment Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide (P5G1I1A2) The curriculum (712) will be aligned to target all students from different cultural, socioeconomic and academic backgrounds. This will be accomplished by utilizing best practices across the curriculum as monitored through lesson plans, walk throughs, and assessments.(1.1f)
Building principals
Start: 07/01/2013 End: 06/30/2014
(P5G1I1A3) Literacy First will continue to be implemented in order Building to address "best practice" and other alignment needs. This will be principals evaluated by class walkthroughs and teacher evaluations. 90% of the teachers that participated in Literacy First the 20102011 school year implemented the strategies.(1.1g)
Start: 07/01/2013 End: 06/30/2014
ACTION $ BUDGET:
Action Type: Alignment Administrative ACTION Staff $ BUDGET: Outside Consultants Teachers
Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide (P5G1I1A1) Tracie Jones, director of ERZ, will provide technical assistance to advise the 712 committee on revising the K12 curriulum.(1.1f) Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Professional Development
Principals and Curriculum Facilitors
Start: 07/01/2013 End: 06/30/2014
Administrative ACTION Staff $ BUDGET:
Total Budget: Goal
$0
STANDARD 2 Academic Performance Classroom. Evaluation/Assessment. The McGehee High School will support the use of multiple evaluations and assessment strategies in all buildings to continuously monitor and modify instruction to meet student needs and support proficient student work. STANDARD 2 Academic Performance Classroom Evaluation/Assessment. All indicators will meet or exceed Category 3. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 2 there were:
Benchmark
a. 7 indicators (87%) evaluated as "Evaluation Category 1"
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ACSIP b. 1 indicators (13%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4"
Intervention: STANDARD 2 Academic Performance Classroom Evaluation/Assessment Scientific Based Research: Popham, James. Classroom Assessments: What Teachers Need to Know. (2007) Person Timeline Responsible
Actions (P5G2I1A3) Teachers will collaborate regularly in order to develop lesson plans, interdepartmental projects, and rubrics to assess projects.(2.1b) Action Type: Alignment Action Type: Collaboration Action Type: Title I Schoolwide (P5G2I1A2)Professional development will be provided to implement authentic assessments (rubrics.)(2.1b)
Instructional Start: Facilitators 07/01/2013 End: 06/30/2014
Building principals
Start: 07/01/2013 End: 06/30/2014
Building principals
Start: 07/01/2013 End: 06/30/2014
Action Type: Professional Development
(P5G2I1A1) The effectiveness of the teachers collaboration and use of rubrics will be evaluated by student display of work, classroom walkthroughs, and open response scores.(2.1h) Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Program Evaluation Action Type: Title I Schoolwide
Resources
Computers Performance Assessments Teachers
Source of Funds
ACTION $ BUDGET:
Administrative ACTION Staff $ BUDGET: Performance Assessments Teachers
Administrative ACTION Staff $ BUDGET: Performance Assessments Teachers
Total Budget:
Goal
$0
STANDARD 3 Academic Performance Instruction. The McGehee High School will ensure that the school's instructional program actively engages all students by using effective, varied, and researchbased practices to improve student academic performance.
STANDARD 3 Academic PerformanceInstruction The McGehee High School will meet or exceed the Category of 3 for Standard 3. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 3 there were: Benchmark a. 4 indicators (50%) evaluated as "Evaluation Category 1" b. 4 indicators (50%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4" Intervention: STANDARD 3 Academic Performance Instruction Scientific Based Research: Marzano, R. J. (2001). Classroom Instruction that Works: Researchbased strategies for increasing student achievement. Alexandria, VA: Mcrel. Actions
Person Timeline Responsible
(P5G3I1A1) School leaders will provide copies of written feedback Building from their weekly classroom walkthroughs to each teacher, as well as, principals verbal feedback. Evaluation: Documents of feedback results will be kept on file in the building offices.(3.1c)
Resources
Source of Funds
Start: 07/01/2013 End: 06/30/2014
Administrative ACTION Staff $ BUDGET: Teachers
Start: 07/01/2013 End: 06/30/2014
Administrative ACTION Staff $ BUDGET: Teachers
Start: 07/01/2013
Administrative
Action Type: ADE Scholastic Audit Action Type: Alignment Action Type: Program Evaluation (P5G3I1A2) School leaders will promote the use of researchbased Building practices in instruction by encouraging teachers to participate in the principals Literacy 1st initiative and by suggesting best practices in the feedback from the regular classroom walkthroughs. Evaluation: Registration sheets for Literacy First and copies of feedback from the classroom walkthroughs will be used to determine if research based practices are being used.(3.1a) Action Type: ADE Scholastic Audit Action Type: Alignment Action Type: Program Evaluation (P5G3I1A3) Teachers will collaborate during team meetings to analyze student work and assessment to develop instructional
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Building principals
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strategies to meet the various learning styles of students. High yield strategies will be studied and implemented monthly. Evaluation: Signin sheets, agenda, minutes of meeting, and classroom walkthrough will be used to determine if high yield strategies are being implemented.(3.1g)
End: 06/30/2014
Staff Performance Assessments Teachers
ACTION $ BUDGET:
Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide Total Budget:
Goal
$0
STANDARD 4 Learning Environment School Culture. The McGehee High School will function as an effective learning community and support a climate conducive to performance excellence. STANDARD 4 Learning Environment School Culture. The McGehee High School will meet or exceed Category 3 for all indicators in Standard 4. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 4 there were:
Benchmark
a. 2 indicator (18%) evaluated as "Evaluation Category 1" b. 9 indicators (82%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4"
Intervention: STANDARD 4 Learning Environment School Culture. Scientific Based Research: Marzano, R. J. (2001). Classroom Instruction that Works: Researchbased strategies for increasing student achievement. Alexandria, VA: Mcrel. Actions (P5G4I1A1) The 20112012 High School Student Handbook will be posted on the district web site. Evaluation: The document being found on the website.(4.1a) Action Type: ADE Scholastic Audit Action Type: Program Evaluation Action Type: Technology Inclusion (P5G4I1A2) New teachers will receive training in all aspects of Edline in August 2011 for implementation during the 20112012 school year. Evaluation: Use and access all parts of Edline on the district web site. (4.1g)
Person Responsible
Timeline
Wes Minchew, District WebMaster
Start: 07/01/2013 End: 06/30/2014
Debbie Minchew, District Technology Coordinator
Start: 07/01/2013 End: 06/30/2014
Instructional Facilitators and Building Principals
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ BUDGET: Computers District Staff
Administrative ACTION Staff $ BUDGET: Teachers
Action Type: ADE Scholastic Audit Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Technology Inclusion (P5G4I1A3) Literacy First will provide training in high yield strategies. These strategies will be implemented in all classes to meet the needs of each individual student. Evaluation: This action will be monitored by signin sheets, agendas, minutes of department meetings, and classroom walk throughs/observations. 90% of the teachers who participated in Literacy First in the 20102011 school year implemented the strategies.(4.1e)
Administrative ACTION Staff $ BUDGET: Outside Consultants Teachers
Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide (P5G4I1A4) The administration will frequently monitor and Building provide feedback to the teachers to assist in the implementation of principals High Yield Strategies. Each teacher will recieve a copy of Robert Marzano's "Classroom Instruction that Works." Copies of the feedback provided to the teachers will be kept on file.(4.1e)
Start: 07/01/2013 End: 06/30/2014
Administrative ACTION Staff BUDGET: $ Teachers
Action Type: ADE Scholastic Audit
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Action Type: Collaboration Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide Total Budget:
Goal
$0
STANDARD 5 Learning Environment Student,Family and Community Support. The McGehee High School will work with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career, and developmental needs of students. STANDARD 5 Student, Family, and Community Support. The McGehee High School will meet or exceed Category 3 for all indicators in Standard 5. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 5 there were:
Benchmark
a. 0 indicator (0%) evaluated as "Evaluation Category 1" b. 5 indicators (100%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4"
Intervention: STANDARD 5: Learning Environment Student, Family and Community Support Scientific Based Research: Payne, Ruby K. "Working With Parents Building Relationships for Student Success". Excerpted from A Framework for Understanding Poverty Workbook. Second Edition, 2005. aha! Process, Inc. Person Responsible
Actions (P5G5I1A2) Training will be provided for inclusion classes to help students adjust to the regular class room environment. A team will attend cooperative training seminar in Little Rock and complete the followup sessions throughout the year. Evaluation:The effectiveness of training will be monitored by walk throughs and collaboration of team teachers as documented by minutes of meetings and agenda.(5.1b)
Timeline
Building principals
Start: 07/01/2013 End: 06/30/2014
Ann Stobaugh, High School Counselor
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ BUDGET: Outside Consultants Teachers
Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Professional Development Action Type: Program Evaluation Action Type: Title I Schoolwide (P5G5I1A1) A graduation plan for each student will be developed during the 9th grade year to map requirements for graduation that will keep the students and parents informed of the expected progression toward the student's graduation. Evaluation: Student progress toward requirements for graduation will be monitored using the plan developed during 9th grade.(5.1d)
Administrative ACTION Staff $ BUDGET:
Action Type: ADE Scholastic Audit Action Type: Title I Schoolwide Total Budget: Goal
$0
STANDARD 6 Learning Environment Professional Growth, Development, and Evaluation. The McGehee High School will provide ongoing researchbased, result driven professional development opportunities for staff and implement performance evaluation procedures in order to improve teaching and learning. STANDARD 6 Professional Growth, Development, and Evaluation. The McGehee High School will meet or exceed Category 3 for all indicators in Standard 6. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 6 there were:
Benchmark
a. 1 indicator (8%) evaluated as "Evaluation Category 1" b. 11 indicators (92%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4"
Intervention: STANDARD 6 Learning Environment Professional Growth, Development, and Evaluation Scientific Based Research: Eaker, R., Dufour, R., & Dufour, R. (2002). Getting Started: Reculturing schools to become professional learning communities. Bloomington, IN:National Educational Service. Actions
Person Timeline Responsible
(P5G6I1A2) A professional development needs assessment will Building
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Resources
Source of Funds
Start:
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be developed by the professional development committee in order to develop a longrange professional development plan that focuses on student and teacher learning needs. Individual Growth Plans will be developed using this needs assessment.(6.1c)
principals
07/01/2013 End: 06/30/2014
Building Principals
Start: 07/01/2013 End: 06/30/2014
Action Type: ADE Scholastic Audit Action Type: Collaboration Action Type: Professional Development (P5G6I1A1) Individual Growth Plans will be checked quarterly for the ongoing needs in professional development in collaboration between principals and teachers. Evaluation: Signin sheets, minutes, and agendas of committee meetings.(6.1a)
Administrative ACTION $ Staff BUDGET: Central Office District Staff Outside Consultants Teachers
Administrative ACTION Staff $ BUDGET:
Action Type: Program Evaluation Total Budget: Goal
$0
STANDARD 7 Efficiency Leadership LEADERSHIP. School instructional decisions will focus on support for teaching and learning, organizational direction, high performance expectations, and creating a learning culture and developing leadership capacity. STANDARD 7 Leadership. The McGehee High School will meet or exceed Category 3 for all indicators in Standard 7. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 7 there were:
Benchmark
a. 2 indicator (18%) evaluated as "Evaluation Category 1" b. 9 indicators (82%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4"
Intervention: STANDARD 7 Efficiency Leadership LEADERSHIP Scientific Based Research: Lambert, Linda. "Leadership Capacity for Lasting School Improvement". 2003. ASCD Person Timeline Responsible
Actions
(P5G7I1A1) The administrators will establish a 712 leadership Building team which will support teaching and learning. This team will then principals begin developing a plan which will consist of efficient allocation of staff, use of student time for learning, and vertical and horizontal articulation of curriculum. Evaluation: Registration,(sign in sheets), agendas, and minutes of meetings.(7.1g)
Start: 07/01/2013 End: 06/30/2014
Action Type: ADE Scholastic Audit Action Type: Alignment Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation (P5G7I1A2) Beginning in August 2009, A committee consisting of Building students, parents, teachers and community will be established to principals update the present vision/mission statement. The mission statement will be posted on the school web page, in teachers' rooms, hallways and through out the individual buildings. Evaluation: Registration (signin sheets), agendas and minutes of said meetings which will be monitored by administration.(7.1a)
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ BUDGET: Community Leaders District Staff Outside Consultants Teachers
Community Leaders Teachers
ACTION BUDGET: $
Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation (P5G7I1A3) Adminstrative decisions will be focused on student Building academic performance and will be data driven and collaborative. principals Teachers and adminstration will evaluate student data for each student. (7.1b)
Start: 07/01/2013 End: 06/30/2014
ACTION $ BUDGET:
Action Type: Alignment Action Type: Program Evaluation Total Budget:
$0
STANDARD 8 Efficiency School Organization and Fiscal Resources.
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ACSIP The School will be organized to maximize the use of all available resources to support student and staff high yield performance. STANDARD 8 School Organization and Fiscal Resources. The McGehee High School will meet or exceed Category 3 for all indicators in Standard 8. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 8 there were:
Benchmark
a. 2 indicator (18%) evaluated as "Evaluation Category 1" b. 9 indicators (82%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4"
Intervention: STANDARD 8 Efficiency Leadership LEADERSHIP Scientific Based Research: Lambert, Linda. "Leadership Capacity for Lasting School Improvement". 2003. ASCD Person Timeline Responsible
Actions
(P5G8I1A2) Building leadership will ensure that instructional time Building is maximized to benefit student learning by providing professional principals development in classroom management and organizational best practices. Evaluation: Teacher evaluations and classroom walkthroughs.(8.1d,e)
Start: 07/01/2013 End: 06/30/2014
Action Type: ADE Scholastic Audit Action Type: Professional Development Action Type: Program Evaluation (P5G8I1A1) Building leadership and counselors will adjust the master schedule to accomodate for single classes that conflict with each other in order for students to have access to as many varied classes as possible. Evaluation: Student schedules, class availabilities.(8.1b)
Building principals
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ Central Office BUDGET: District Staff Outside Consultants Teachers
Administrative ACTION Staff $ BUDGET:
Action Type: ADE Scholastic Audit Action Type: Program Evaluation Total Budget: Goal
$0
STANDARD 9 Efficiency School Organization and Fiscal Resources. The School will be organized to maximize the use of all available resources to support student and staff high yield performance.
STANDARD 9 Comprehensive and Effective Planning. The McGehee High School will meet or exceed Category 3 for all indicators in Standard 9. Based on interviews conducted by the Scholastic Audit Team members and their inspections of pertinent documents and materials, it was concluded that in Standard 9 there were: Benchmark a. 6 indicator (38%) evaluated as "Evaluation Category 1" b. 10 indicators (62%) evaluated as "Evaluation Category 2" c. 0 indicator (0%) evaluated as "Evaluation Category 3" d. 0 indicators (0%) evaluated as "Evaluation Category 4" Intervention: STANDARD 9 Efficiency Comprehensive and Effective Planning Scientific Based Research: Danielson, Charlotte. "Enhancing Student Achievement: A Framework for School Improvement". 2002. ASCD Actions
Person Timeline Responsible
(P5G9I1A1) Professional development will be required to inform 7 Building 12 staff of specific goals of ACSIP plan. Feedback and dialogue, with principals the staff, will be collected to provide input on goals for the ASCIP. School leadership will provide a report on the school improvement at the beginning of school year. Staff will be held accountable for implementation. This will be done by classroom walkthroughs, observations and lesson plans. Evaluation: Agendas, Signin sheets, and minutes of professional development and ACSIP meetings will be maintained. Benchmark data, scholastic audit and etc. shall be used in the meetings as needed. (9.5a,d)
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ BUDGET:
Action Type: ADE Scholastic Audit Action Type: Professional Development Action Type: Program Evaluation (P5G9I1A2) An ACSIP planning committee will conduct a review of the current ACSIP and research. This research should have an impact on student achievement. The committee will specifically address the
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Building principals
Start: 07/01/2013 End:
Administrative ACTION Staff $ BUDGET:
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need the of the subpopulations. Evaluation: The current ACSIP plan will display the current research data.(9.5c)
06/30/2014
Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation (P5G9I1A3) Professional Development will be provided for the staff Building to allow them to analyze data to make instructional modifications for principals individual students. This will be accomplished by chunk tests data, benchmarks data, EOC data and any other pertinent assessments. (9.2a)
Community Leaders District Staff Outside Consultants
Start: 07/01/2013 End: 06/30/2014
ACTION $ BUDGET:
Action Type: Professional Development Total Budget: Priority 6:
$0
Restructure the High School and Junior High in order to meet state requirements. 1. McGehee District Benchmark & EOC Data Mathematics 2010 Benchmark and EOC Data % Proficient & Advanced Grade
Number of Students Combined African American Caucasian Economically Disadvantaged
7
94
60.6
48.7
67.9
52.8
8
74
47.3
22.6
65.1
58.9
Algebra 1
59
69.5
55.2
89.3
62.2
Geometry
81
67.9
54.6
76.1
66.0
Literacy 2010 Benchmark and EOC Data % Proficient & Advanced Grade Number of Students Combined African American Caucasian Economically Disadvantaged 7
94
48.9
25.6
64.2
41.7
8
74
66.2
58.1
72.1
62.5
11
102
57.8
51.2
61.8
47.3
Mathematics 2011 Benchmark and EOC Data % Proficient & Advanced Grade
Number of Students Combined African American Caucasian Economically Disadvantaged
7
81
66.7
53.8
77.5
58.2
8
94
48.9
28.6
58.9
40.9
Algebra 1
75
70.7
57.1
81.6
66.0
Geometry
61
86.9
83.9
93.1
82.2
Supporting Data:
Literacy 2011 Benchmark and EOC Data % Proficient & Advanced Grade Number of Students Combined African American Caucasian Economically Disadvantaged 7
81
58.0
53.8
62.5
56.4
8
94
66.0
45.7
76.8
59.1
11
68
45.6
27.0
66.7
35.3
Mathematics 2012 Benchmark and EOC Data
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ACSIP % Proficient & Advanced Grade
Number of Students Combined African American Caucasian Economically Disadvantaged
7
96
63.5
50
75
57.9
8
85
63.5
51.3
72.7
59
Algebra 1
68
81
69
92
77
Geometry
54
85
72
96
76
Literacy 2012 Benchmark and EOC Data % Proficient & Advanced Grade Number of Students Combined African American Caucasian Economically Disadvantaged 7
96
66.7
50
81.3
60.5
8
85
74.1
69.2
79.5
68.9
11
82
53
36
75
44
2. 1. Math is our strength in the High School. We will continue to work with Students with Disabilities and African American students due to those subpopulations having the lowest percentages of proficiency. 2. Literacy continues to be a challenge. This year we made minimal growth but not enough. We will focus on Economically disadvantaged students and African American students due to those subpopulations having the lowest percentages of proficiency. Goal
Meet standards on state tests and to be removed from school improvement status.
Benchmark The High School will meet AMOs and other secondary indicators. Intervention: McGEHEE HIGH SCHOOL IS IN YEAR 6 SCHOOL IMPROVEMENT. A RESTRUCTURING plan must be continued and implemented in the 20122013 school year. Scientific Based Research: Silva, Elena. "On the Clock: Rethinking the Way Schools Use Time". Education Sector. Jan. 2007; Jennings, Wayne B. "Features of Advanced Learning Systems". Design Share. 2007; (Report of the National Reading Panel, 2000, pg. 31); (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001, pg. 34) Actions (P6G1I1A1) Efficiency Option 1: Replacement of staff. Literacy staff will be replaced in key areas. Option 2: All teachers will be trained in Laying the Foundations, PreAP and AP training across the curriculum.
Person Timeline Responsible Building Principals
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds
Administrative ACTION Staff $ BUDGET: District Staff Outside Consultants Teachers
Implementation 45 to 60 Day plan: ≈We will replace the 8th and llth grade literacy teachers. ≈We will replace the Literacy facilitator. ≈We will provide all teachers with Laying the Foundations, preAP and AP training across the curriculum. ≈We will replace the 912 Literacy Special Ed teacher. ≈We will hire a literacy paraprofessional to deliver one on one literacy instruction. ≈We will implement SES earlier and increase participation of 712 students in services offered. Continued Yearly Plan: ≈Monitored Independent Reading (MIRP) is required a minimum of three days a week for 20 minutes each day. ≈Math and Literacy Instructional Facilitators will mentor and coach teachers daily on better instructional practices. ≈Utilize Teach for America to fill certified teacher vacancies in the shortage areas. ≈The teacher evaluation tool has been revised to reflect the Pathwise standards and to assess the actual teaching proficiency of teachers. The teachers have been trained in Pathwise in order to guarantee all are prepared for the new instrument of measurement. ≈The observations of teachers by administration has increased and documentation of the observations are kept and reported weekly. ≈Ongoing mentoring is being provided for new hires outside of the Pathwise program. ≈Data Analysis is occurring regularly in department meetings with the
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principal leading the discussion. ≈RTI is occurring through daily remediation sessions that have been revamped to better meet the needs of the students. Parent involvement Parents are involved in the education of their students by participating in parent workshops and conferences. Supplemental Educational Services are offered to all qualifying students. Evaluation Sign in sheets, minutes, and use of classroom Walkthroughs will be used to determine effectiveness of actions. Professional Development An outside agency (The Professional Development Institute) has been engaged to provide ongoing professional development and coaching/mentoring for the improvement of literacy instruction on the 712 level. The building leadership will continue to work closely with the Literacy First consultant as prescribed. Building administrators will be sent to the Literacy First Leadership training. Building administrators will be trained in Classroom Walkthrough Training. Utilize and provide inservice through the school improvement specialist and Coop and area universities math and literacy specialists to work with all teachers. Utilize the Merry Kirpatrick (CoTeaching) Utilize the State Improvement Team (LaDonna Spain and Cathy Sadler) Utilize the ERZ(Tracie Jones) Action Type: Alignment Action Type: Collaboration Action Type: Professional Development (P6G1I1A2)Learning Environment Increase student, family, and community support by implementing Edline. A webbased parent notification tool.
Building Principals
Start: 07/01/2013 End: 06/30/2014
Building Principals
Start: 07/01/2013 End: 06/30/2014
Building
Start:
Provide all teachers with positive attitude training. Evaluation: Minutes, personnel records, and Edline usage reports will be used to determine the effectiveness of learning environment actions. Increase the participation by staff in decision making by involving them in the use of the Scholastic Audit findings and Restructuring choices.
Administrative ACTION Staff $ BUDGET: Community Leaders Teachers
Action Type: Collaboration Action Type: Parental Engagement Action Type: Technology Inclusion (P7G1I1A3)Academic Performance Align curriculum in all subjects by preparing pacing guides. Per Scholastic Audit, use formative assessments to determine interventions in the classroom for each student not achieving.
Administrative ACTION Staff $ Central Office BUDGET: Outside Consultants Teachers
Continue to use the new, Pathwisebased teacher evaluation tool. Expand the Literacy First Process. This will be the 3rd year of 3 years for the process. The first year, approximately 1/3 of the staff participated on a voluntary basis. The second year, over 1/2 of the remaining staff participated. The third year, 100% of the staff was trained. The process consists of a contract with the Professional Development Institute, Inc. for inservice and monthly coaching on the implementation and monitoring of "best practices" in the classroom. Building leadership will be improved as the consultant walks the building leaders through researchbased leadership practices, such as walkthroughs, Professional Learning Communities, scheduling, teacher relations, etc. The process produced great gains in the 2008 2009 school year with the school meeting Safe Harbour in all deficient subpopulations except Combined population in Literacy which missed Safe Harbour by 0.1%. Participating teachers will receive 2 days of professional development before school starts and three days during the school year with monthly consults. Action Type: Alignment Action Type: Professional Development (P7G1I1A4)
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Evaluation Signin sheets, agendas, and minutes will be kept for all meetings.
Principals
Completed pacing guides will be used in each classroom as evidenced through classroom walkthroughs and teacher evaluations during the 20102011 school year. Percent of usage was 90%.
07/01/2013 End: 06/30/2014
State test scores will increase as sited in the "data" section above. The use of "best practices" will increase in the classroom as evidenced by classroom walk throughs and teacher evaluations. Percentage of usage during the 20102011 was 75%.
Administrative ACTION $ Staff BUDGET: Central Office Community Leaders District Staff Outside Consultants Title Teachers
Increase in participation in Professional Learning Communities as evidenced by signin sheets, agendas, and minutes. Parent communication will increase due to the use of Edline as evidenced through Parent surveys. Parent surveys will be accessed during the parent/teacher conferences using the library computers. Survey results will be given in the 20112012 plan. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion Total Budget:
$0
Intervention: McGehee High School in in year 6 School Improvement, a Restructuring Plan must be developed and implemented in the 20092010 school year. Scientific Based Research: Silva, Elena. "On the Clock: Rethinking the Way Schools Use Time". Education Sector. Jan. 2007; Jennings, Wayne B. "Features of Advanced Learning Systems". Design Share. 2007; (Report of the National Reading Panel, 2000, pg. 31); (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001, pg. 34) Actions (P6G1I2A1) Efficiency Implementation Option 1: Professional Learning Communities will be implemented.
Person Timeline Responsible Building principals
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds ACTION $ BUDGET:
Option II: The remaining staff will be trained in Literacy First strategies and Literacy and math labs will be implemented. Professional Development An outside agency (The Professional Development Institute) has been engaged to provide on going professional development and coaching/mentoring for the improvement of literacy of literacy instruction on the 712 level. Evaluation The teacher evaluation tool has been revised to reflect the Pathwise standards and to assess the actual teaching proficiency of teachers. The teachers have been trained in Pathwise in order to guarantee all are prepared for the new instrument of measurement. The observations of teachers by administration has increased and documentation of the observations are kept and reported weekly. Ongoing mentoring is being provided for new hires outside of the Pathwise program. Data Analysis is occurring regularly in department meetings with the principal leading the discussion. RTI is occurring through daily remediation sessions that have been revamped to better meet the needs of the students. Implementation Math and literacy instructional facilitators will mentor and coach teachers daily on better instructional practices. Parent Involvement Parents are involved in the education of their students by participating in parent workshops and conferences. Supplemental educational Services are offered to all qualifying students. Professional Development ∙The building leadership will continue to work closely with the Literacy First consultant as described above. ∙Building administrators, who have not been through the Literacy First Leadership traing, will be sent to the training. ∙Building administrators will be trained in Classroom Walkthrough Training. ∙Area school improvement specialists will be utilized to train new teachers and to provide inservice training. ∙Teach for America will be utilized to fill certified teacher vacancies in the shortage areas. Evaluation Signin sheets, minutes, and Classroom Walkthroughs will be used to determine effectiveness of the actions.
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Total Budget:
$0
Intervention: McGehee High School in in year 6 School Improvement, a Restructuring Plan must be developed and implemented in the 20082009 school year. Scientific Based Research: Silva, Elena. "On the Clock: Rethinking the Way Schools Use Time". Education Sector. Jan. 2007; Jennings, Wayne B. "Features of Advanced Learning Systems". Design Share. 2007; (Report of the National Reading Panel, 2000, pg. 31); (Put Reading First: The Research Building Blocks for Teaching Children to Read, 2001, pg. 34) Actions (P6G1I3A1) Efficiency Implementation Option 1: Principal and Literacy and math coaches hired.
Person Timeline Responsible Building principals
Resources
Source of Funds
Start: 07/01/2013 End: 06/30/2014
ACTION $ BUDGET:
Option II: Literacy First has be contracted to train staff in instructional strategies. Professional Development An outside agency (The Professional Development Institute) has been engaged to provide on going professional development and coaching/mentoring for the improvement of literacy of literacy instruction on the 712 level. Evaluation The teacher evaluation tool has been revised to reflect the Pathwise standards and to assess the actual teaching proficiency of teachers. The teachers have been trained in Pathwise in order to guarantee all are prepared for the new instrument of measurement. The observations of teachers by administration has increased and documentation of the observations are kept and reported weekly. Ongoing mentoring is being provided for new hires outside of the Pathwise program. Data Analysis is occurring regularly in department meetings with the principal leading the discussion. RTI is occurring through daily remediation sessions that have been revamped to better meet the needs of the students. Implementation Math and literacy instructional facilitators will mentor and coach teachers daily on better instructional practices. Parent Involvement Parents are involved in the education of their students by participating in parent workshops and conferences. Supplemental educational Services are offered to all qualifying students. Professional Development ∙The building leadership will continue to work closely with the Literacy First consultant as described above. ∙Building administrators, who have not been through the Literacy First Leadership traing, will be sent to the training. ∙Building administrators will be trained in Classroom Walkthrough Training. ∙Area school improvement specialists will be utilized to train new teachers and to provide inservice training. ∙Teach for America will be utilized to fill certified teacher vacancies in the shortage areas. Evaluation Signin sheets, minutes, and Classroom Walkthroughs will be used to determine effectiveness of the actions. Total Budget:
$0
Intervention: McGehee High School in in year 6 School Improvement, a Restructuring Plan must be developed and implemented in the 20102011 school year. Scientific Based Research: Actions (P6G1I4A1) Efficiency Implementation Option 1: Maintain the instructional day by extending each day by 6 minutes.
Person Timeline Responsible Building principals
Start: 07/01/2013 End: 06/30/2014
Resources
Source of Funds ACTION $ BUDGET:
Option II: One principal will be replaced and a number of teachers. A fulltime literacy and a full time math instructional facilitator will be hired.
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Professional Development An outside agency (The Professional Development Institute) has been engaged to provide on going professional development and coaching/mentoring for the improvement of literacy of literacy instruction on the 712 level. Evaluation The teacher evaluation tool has been revised to reflect the Pathwise standards and to assess the actual teaching proficiency of teachers. The teachers have been trained in Pathwise in order to guarantee all are prepared for the new instrument of measurement. The observations of teachers by administration has increased and documentation of the observations are kept and reported weekly. Ongoing mentoring is being provided for new hires outside of the Pathwise program. Data Analysis is occurring regularly in department meetings with the principal leading the discussion. RTI is occurring through daily remediation sessions that have been revamped to better meet the needs of the students. Implementation Monitored Independent Reading is required three day a week for 20 minutes each day. math literacy instructional Facilitators mentor and coach teachers daily on better instructional practices. Parent Involvement Parents are involved in the education of their students by participating in parent workshops and conferences. Supplemental educational Services are offered to all qualifying students. Professional Development ∙The building leadership will continue to work closely with the Literacy First consultant as described above. ∙Building administrators, who have not been through the Literacy First Leadership traing, will be sent to the training. ∙Building administrators will be trained in Classroom Walkthrough Training. ∙Area school improvement specialists will be utilized to train new teachers and to provide inservice training. ∙Teach for America will be utilized to fill certified teacher vacancies in the shortage areas. Evaluation Signin sheets, minutes, and Classroom Walkthroughs will be used to determine effectiveness of the actions. Total Budget: Priority 7:
$0
To encourage parental involvement to improve student school performance.
1. McGehee High School ACT Trends Report MHS ACT Report Graduation Year Graduates Tested English Mathematics Reading Science Composite 2010
73
17.1
18.3
17.6
17.6
17.8
2011
89
17.9
17.8
17.5
18.0
17.9
2012
67
16.7
17.8
17.2
17.3
17.3
2013
79
16.6
18.2
17.5
17.1
17.4
More students took the ACT, but the average scores declined. We will continue to work toward raising the average ACT scores. Advanced Placement Data During the 201011 school year, 24 students took the advanced placement exams. Of a total of 31 exams: 1 student scored 4; 5 students scored 3; 8 students scored 2; and 17 students scored 1. English Language and Composition: 1 scored 4; 2 scored 3; 3 scored 2; and 2 scored 1 English Literature and Composition: 0 scored 4; 3 scored 3; 3 scored 2; and 1 scored 1 United States History: 2 scored 2; and 6 scored 1 Biology: 8 scored 1 During the 201112 year 39 students took 82 exams. One student scored a 3, 12 students scored a 2, and 69 students scored a 1. These scores are not as good as the 201011 school year. All teachers have had two or more years training in PreAP, AP, and Laying the Foundations. During the 20122013 year 33 students took 76 exams. 5 students scored a 3. 18 students scored a 2. 52 students scored a 1. All of the teachers had had training in PreAP, AP, and/or Laying the Foundations. Five teachers had had
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ACSIP training in Math or Literacy Design Collaborative. 2. McGehee High School Attendance. MHS Attendance Rate Report Attendance rate for: Percentage 2010
95.54%
2011
94.14%
2012
97.27%
2013
95.87%
3. McGehee High School Graduation Rate Report The McGehee High School has been designated an Needs Improvement School in Graduation Rate the 2013 graduation rate was 82.61%. Graduation Rate Report Graduation rate for: Percentage
Supporting Data:
200809
84.1%
200910*
84.0%
201011
84.2%
201112
84.68%
201213
82.61%
* Note: The preliminary graduation rate for 200910 was calculated using the federally mandated fouryear Adjusted Cohort Graduation Rate. Previous graduation rates used a different method (Completion Rate) and cannot be compared. We will continue to work on increasing our graduation rate. 4. Parent Perception Survey McGehee High School Spring 2013(199 Responses): 84% want their students to do well and are involved in their learning. 82% believes the school provides a written Title I policy and holds an annual meeting to inform the parents of the policies. 76% believes the school provides a written Title I policy and holds an annual meeting to inform the parents of the policies. 66% believes the school provides resources, ideas, and opportunites that meet the needs of the parents to help their students. 76% Encourages and provides opportunities for parental input into the design and development of the school parent compact. 80% believes the school schedules meetings to accomodate parents' work and childcare schedules. 57% Provides parents with ideas on how to help their children with homework 67% Thinks of the community as an extension of the family. 59% Provides opportunities for parent to have input in the operations of the school. 71% Staff sees how diversity may be used to enrich learning experiences for students. 62% Uses information from parent and family surveys to design or change school procedures and programs. 78% feel their students are safe school. 61% feel the school maintains discipline of the students fairly and consistently. 5. Student Perception Survey McGehee High School: 85% feel they were they are safe and welcome at school. 51% feel the campus is clean and well kept. 31% feel the lunches are satisfactory. 26% feel the there is a drug/alchol problem at school. 75% feel the extracurricular activities are satisfactory. 31% feel the lunches are satisfactory. 60% feel they can visit and talk with the principal and dean of students. 81% feel they can visit and talk with the counselors. 65% feel the teachers get along well with the students and are fair and consistent with grading at school. 49% feel the teachers are consistent with discipline. 47% feel the students get along with other students well. 45% feel bullying is dealth with satisfactorily. 65% feel the Literacy First program and strategies increases their reading ability and knowledge. 65% feel the math labs increase their knowledge. 50% feel the Gifted/Talented program meets the needs of the students. 72% of the students use a cell phone once a month during school. 68% of the students use a cell phone once a week during school.
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ACSIP 61% of the students use a cell phone once a day during school. 6. Parent Perception of School Programs Survey McGehee High School parents and students: 78% participate in Grade Quick/Edline. 69% participate in Chunk tests. 90% participate in Parent/Teacher Conferences. 50% participate in Benchmark night. 34% participate in Financial Aid meetings. 54% participate in Graduation requirement meeings. 48% participate in school newsletters. 29% participate in Talent shows. 54% participate in Carnival. 53% participate in Benchmark pep rally. 52% participate in College Fair. 66% participate in Gang/Drug awareness. 79% participate in football/basketball pep Rallies. 78% participate in football/basketball. 42% participate in School Reach (New). 59% participate in other academic programs(such as AP). 40% participate in remediation classes. 48% participate in before/after school tutoring. 31% participate in summer school. 25% participate in supplemental services. 75% were notified by School Reach about Parent/Teacher conferences. 80% say they have a computer at home.
Goal
To increase parental participation in the student's academic, physical, and social success.
Benchmark Parental involvement in our students' education for 20132014 will meet 100%. Intervention: 1. Implement a parental involvement program to inform and involve parents in the educational process and student progress. (Schoolwide Component #6. Parent involvement) Scientific Based Research: Chang, Mido; Park, Boyoung; Singh, Kusum; Sung, Youngi y. "Parental Involvement: Parenting Behaviors, and Children's Cognitive Development in Low Income and Minority Families." Journal of Research in Childhood Education, v23 n3 p309 Spr 2009. Actions
Person Responsible Timeline
(P7I1A1) Implementation
Principal Start: and Parent 07/01/2013 Cordinators End: 06/30/2014
(P7I1A1IM1) High School and Jr. High Parental Involvement Plan The High School and Jr. High School Parental Involvement Plan will be implemented to encourage parents to become involved in the educational process of their students. The school's Parent involvement plan will be posted on the school website.
Resources
Administrative Staff Central Office Community Leaders Computers District Staff School Library Teachers
Source of Funds
Title VI State Purchased Services:
$350.00
Title I Purchased Services:
$350.00
Title I Materials & $2525.99 Supplies: Title I Employee Salaries:
$1000.00
Title I Employee Benefits:
$400.00
Information related to the school and parental programs will be presented to parents in the appropriate language. (Parental Engagement 2E)
NSLA (State281) Purchased Services:
$580.00
The staff will utilize volunteer surveys to compile a volunteer resource book that lists multiple ways parents can volunteer at school. A list of volunteers will be maintained by each building. Act 307 #1.
ACTION BUDGET:
A Parent Advisory Committee will be created which will include parents of current students and alumni to provide advice and guidance for school improvement. The committee will be responsible for making adjustments to the program as needed. (Schoolwide Checklist #6)
$5205.99
School news letters will be distributed to parents and will include statements that attest to the school district's commitment to parental involvement. (P7I1A1IM2) Parental Involvement Coordinators Parental Involvement Coordinators will be designated from the certified staff of the 78(Nicci Frazer) and 912 (Dain Strickland) buildings. Title I 2170 Salaries 1000.00 and Benefits 400.00 (P7I1A1IM3) Parent Involvement Meetings
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Parent Involvement Meetings will be scheduled so parents can receive updates on their student and the school (September 2013). Title 1 Funds will be used for supplies and refreshments.(ACT 307 #2) Title 1 2170 P/S $100.00; Title 1 2170 M/S $505.99. Parents will be notified in writing of the school's identification of the school improvement determination as required under NCLB guidelines, with an explanation of what the school is doing to improve achievement. (SCHOOLWIDE #6 School Improvement A #5) School staff will participate in community meetings and give reports about school activities. (P7I1A1IM4) PTO (Parent Teacher Organization) The continued participation of a PTO (Parent Teacher Organization) will be encouraged. (Parental Engagement 1F) (P7I1A1IM5) Parent/Teacher Conferences A minimum of two scheduled parent/teacher conferences will be scheduled each year. Title I funds will be used to provide supplies and refreshments. 98% of parents participates in parent/teacher conferences(Parent Survey 2012). (Exceeds standards and meets 95% of 1% Parental Involvement requirement.)(ACT 307 #8) Title I 2170 P/S $100.00. Title I 2170 M/S $500.00 Parental attendance of scheduled parent teacher conferences will be maintained on file. Media will be used to thank parents for attending parent teacher conferences.(ACT 307 #8) (P7I1A1IM6.) Open House/Orientation Open house/orientation will be held at the beginning of school for all students and parents to ease the transition between Elementary and Junior High and Junior High and High School. Openhouse opportunities will be scheduled for parents to visit classrooms, review policies and procedures, and visit counselors and principals prior to the first day of school. (Schoolwide #6) Counselors,administrators, and teachers will familiarize themselves with student profiles to help students adjust to new environments.(Schoolwide #7 Transition) Parental attendance of scheduled open house/orientation will be maintained on file. Media will be used to thank parents for attending open house/orientation.(ACT 307 #8) (P7I1A1IM7) School Handbook Parents will receive a copy of the school handbook to insure parents have the opportunity to read and understand the policies of the school. Parents will be included on the school handbook committee. Statements will be included in the handbook attesting to the school district’s commitment in parental involvement and a copy of the statements will be distributed to parents and guardians of students.(Schoolwide #6) The process for resolving parental concerns including discipline that affects all students including special education will be published in the school handbook. (ACT 307 #4) (P7I1A1IM8) Parental Assistance (Parent Compact) Assistance will be provided to parents in understanding content and how to monitor a child's progress, standards,
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and academic assessments. (Parental Engagement 2A) Instructional assistance opportunities and materials and supplies will be provided so parents can engage in activities to assist in their child's educational success. Parents will be given tips on how to help students with homework and testing. (ACT 307 #1)(Schoolwide #6) Resource books will be provided in which parents can check out and use as informational tools. A Resource area will be provided in which parents can use as needed for information to increase student success. Materials and information will be presented in a language the parents can understand. Title I 2170 M/S $100.00 (P7I1A1IM9.) Student Services Progress reports will be sent to parents every 4 1\2 weeks. Parents of students receiving below average grades on progress reports will receive notification by mail. Informational packets will be distributed that are appropriate for the age and grade level of all students. Teachers will keep records of dates and times of parental contact (parent log). Senior information packets will be sent to parents.(ACT 307#1) SIA parents will be invited to speak at senior seminars of opportunities after graduation. Evening seminars will be held to instruct parents in preparing and applying for college and financial aid. ACT 307 #5 NSLA funds will be used in closing the achievement gap by providing motivational activities/speakers to prepare and emphasize to students the importance of student achievement. NSLA 1590 P/S $80.00. Title 1 2170 M/S $1270.00. (P7I1A1IM10) Parent Nights Parent nights and informational meetings will be scheduled. Title I parental involvement money will be used for materials/supplies and refreshments. 48% of parents participates in parent night( Parent Survey SPR (2013). NSLA 1590 PS $500Tassel Time Title 1 2170 P/S $150.00, M/S $150.00 (P7I1A1IM11.) Edline will be used to communicate student grades and information to parents and students to enhance student success. Edline licenses will be renewed as needed. Title VI (State Funds)2170 P/S $350.00; (P7I1A1IM12.) Title I meetings Title I meetings will be scheduled annually and will not be in conjunction with any other meeting or activity. (P7I1A1IM13.) Title I services The schools will provide parents of students receiving Title I services information about the following: (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) Disabled Parents to ensure meaningful participation in Title I, Part A Programs. Evaluation
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(P7I1A1EV1.) Annual Review Teachers and parents will review the parent involvement program annually making adjustments to the program as deemed necessary. (P7I1A1EV2.) Surveys Annual evaluation of the communication system will be conducted through surveys given to teachers, students, parents and community leaders. A parent survey will be prepared to evaluate the effectiveness of the parent involvement plan and the overall educational experience. (School wide #6) A student survey will be prepared to evaluate the effectiveness of parent involvement plan and their overall educational experience. (School wide #6) Community business surveys will be sent out that ask businesses to rate student workers and graduates in various skills. The results will be used to better prepare students for posthigh school activities. Professional Development (P7I1A1PD1.) Parental involvement staff development of two hours will be provided for teachers and three hours for administrators. This is to educate teachers, principals, and other staff in the importance of effective communication and value of the contributions of parental involvement in the education of the students. (Schoolwide #4) Community gang awareness workshops will be held prior to the opening of the school year. (P7I1A1PD2.) Teachers, principals, and other staff will be trained to understand the importance, value and achievement of effective communication. (Parental Engagement 2C) (P7I1A1PD3.) Parental involvement facilitators will attend trainings to learn strategies to increase parental involvement. (ACT 307 #7) (Budgeted in District Plan) Action Type: ADE Scholastic Audit Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Title I Schoolwide
(P7I1A2) Implementation (P7I1A2IM1)Truancy Officer NSLA Funds will be used to hire a Truancy Officer. NSLA P/S 2113 7500.00 (P7I1A2IM2) Resource Officer NSLA Funds will be used to hire a resource officer. NSLA P/S 2660 13000.00
Derrell Start: Thompson, 07/01/2013 Principal End: 06/30/2014
NSLA (State 281) $20500.00 Purchased Services: ACTION BUDGET:
$20500
Evaluation (P7I1A2EV1.) Attendance records will be analyzed to determine the frequency of student absences and tardies. (P7I1A2EV2.) Discipline records will be analyzed to determine the number of student occurences. Professional Development (P7I1A2PD1.) Professional Development will consist of the required truancy officer professional training.
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(P7I1A2PD2.) Professional Development will consist of the required resource officer professional training. Action Type: Parental Engagement Action Type: Professional Development Total Budget: Priority 8:
$25705.99
To improve student educational success through the use of an Alternative Learning Environment. 1. McGehee High School Graduation Rate Report The McGehee High School has been designated an Needs Improvement School in Graduation Rate the 2013 graduation rate was 82.61%. Graduation Rate Report Graduation rate for: Percentage 200809
84.1%
200910*
84.0%
201011
84.2%
201112
84.68%
201213
82.61%
* Note: The preliminary graduation rate for 200910 was calculated using the federally mandated fouryear Adjusted Cohort Graduation Rate. Previous graduation rates used a different method (Completion Rate) and cannot be compared. We will continue to work on increasing our graduation rate. 2. McGehee High School Attendance. MHS Attendance Rate Report Attendance rate for: Percentage
Supporting Data:
2010
95.54%
2011
94.14%
2012
97.27%
2013
95.87%
3. McGehee High School ACT Trends Report MHS ACT Report Graduation Year Graduates Tested English Mathematics Reading Science Composite 2010
73
17.1
18.3
17.6
17.6
17.8
2011
89
17.9
17.8
17.5
18.0
17.9
2012
67
16.7
17.8
17.2
17.3
17.3
2013
79
16.6
18.2
17.5
17.1
17.4
More students took the ACT, but the average scores declined. We will continue to work toward raising the average ACT scores. Advanced Placement Data During the 201011 school year, 24 students took the advanced placement exams. Of a total of 31 exams: 1 student scored 4; 5 students scored 3; 8 students scored 2; and 17 students scored 1. English Language and Composition: 1 scored 4; 2 scored 3; 3 scored 2; and 2 scored 1 English Literature and Composition: 0 scored 4; 3 scored 3; 3 scored 2; and 1 scored 1 United States History: 2 scored 2; and 6 scored 1 Biology: 8 scored 1 During the 201112 year 39 students took 82 exams. One student scored a 3, 12 students scored a 2, and 69
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ACSIP students scored a 1. These scores are not as good as the 201011 school year. All teachers have had two or more years training in PreAP, AP, and Laying the Foundations. During the 20122013 year 33 students took 76 exams. 5 students scored a 3. 18 students scored a 2. 52 students scored a 1. All of the teachers had had training in PreAP, AP, and/or Laying the Foundations. Five teachers had had training in Math or Literacy Design Collaborative.
Goal
All students will succeed in graduating high school.
Benchmark
100% of the students attending ALE(Alternative Learning Environment) will obtain a high school graduate degree.
Intervention: Provide an alternative learning environment. Scientific Based Research: "Exemplary Practices in Alternative Education: Indicators of Quality Programming" Copyright © A 2009 publication of the NAEA. Becker. I. (2005). "A Closer Look at Alternative Schools." Retreived November 15, 2006 from the World Wide Web. Actions (P8I9A1) Alternative Learning Environment 1. Placement in ALE will be determined based on student possessing at least two of the following criteria: disruptive behavior, drop out from school, personal or family problems or situations (abuse, frequent relocation of residency, homelessness, inadequate emotional support, mental/physical health problems, pregnancy, single parenting), recurring absenteeism, or transition to or from residential programs. 2. Data shows that while in ALE, students are successful with small groups and close supervision, but once back into the mainstream, have difficulties in being successful due to social and academic deficits. Data shows that minor infractions are rare. There were no dropouts in 20092010. One ALE student who returned to the High School last year, dropped out the first semester of 20102011. No students who have gone back to High School have returned to ALE at this time. One student who was on the path of returning to ALE was expelled before placement. After expulsion, the student will return to ALE for 20112012.
Person Timeline Responsible ALE Director
Start: 07/01/2013 End: 06/30/2014
Resources Administrative Staff Central Office Computers District Staff Outside Consultants Teachers Teaching Aids
Source of Funds ALE (State 275) Materials & Supplies:
$2000.00
ALE (State 275) $11820.66 Employee Benefits: ALE (State 275) $51294.50 Employee Salaries: ACTION $65115.16 BUDGET:
Placement Criteria 1. The counselors and principals of the junior high school and high school review student data of students who are at risk of academic failure due to the danger of losing credits or falling behind on credits, the failure of students with high absentee rates, and the failure of students who have severe discipline problems. 2. The principal submits letters of recommendation for placement of students at risk to the ALE Director. 3. A meeting with the parents, student, ALE Director, and Classified Assistant is scheduled in order to discuss placement and completion of paperwork. 4. Duration of placement in ALE is determined by student progress in the areas of grades, attendance rate, and behavior. 5. After a semester, student performance is evaluated by the ALE Director, counselors, and principals. Student placement in the regular high school setting is either approved or denied based upon data. Curriculum/Instruction 1. ALE students follow the same curriculum as regular education students. 2. ALE students earn credits for the period of placement and have been able to recover past failing grades in order to be on track for their respective classifications in school. 3. Core teachers are scheduled to service students daily for content areas of English, Social Studies, Science, and Math
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and/or Special Education as required by their IEPs. 3. Electives and noncore courses needed for graduation, are delivered through Virtual High School or a certified teacher in the area provides necessary facilitation of the course. 4. Study Island and Compass Learning software is used for Literacy and Math supplemental work to increase student achievement in lowperforming students. Remediation is given in literacy and math in order to meet AIPs. Assessments 1. All assessments that are given in the regular classes are given to ALE students. These include End of Chapter tests, TLI tests, EOC assessments, and interim assessments. 2. Formative assessments are recorded in Edline consistent with regular grading proceedures. Parent Involvement 1. Parents will attend entrance and exit conferences. 2. Parents will attend two parent/teacher conferences per year to discuss academic and behavioral achievement with core teachers and/or special education teacher. 3. Parents are contacted on a regular basis either by phone or in person by the paraprofessional or the director of ALE. Discipline 1. ALE students will follow the rules and procedures outlined in the High School Handbook. 2. Minor infraction consequences will include parental contact or notification to the truancy officer, school counselor, or mental health agency. 3. Major infractions will follow the quidelines listed in the high school handbook. Implementation (P8I9A1IM1.) ALE funds will be used to employ an ALE Facilitator to provide instruction to students and work collaboratively with subjectarea teachers. The ALE facilitator will be paid at her daily rate of pay. ALE 1950 Salary$15730.00, Benefits$3822.55(FTE 1.0)2275195002843800 (P8I9A1IM2.) ALE funds will be used to employ an ALE Director to ensure a quality education for at risk students. The ALE director will be paid at her daily rate of pay. ALE 1950 Salary(Kathy Henderson)$51294.50; Benefits $11820.66 ALE 1950 Salary(Kathy Henderson)$1000.00; Benefits $250.00 (P8I9A1IM3.) ALE funds will be used to purchase instructional materials (i.e. ink and toner), supplies, and equipment. ALE 1950 M/S $2000 Evaluation (P8I9A1EV1.) At the end of the school year, data on each student will be evaluated for consideration of student placement back into mainstream high school. At the end of 20092010, three out of six students were placed back into the high school with recovered credits and the skills necessary to successfully complete high school in a timely manner. Professional Development (P8I9A1PD1.) The ALE Director will attend district wide PD as well as ongoing ALE PD provided by the
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ADE in order to meet state requirements. (P8I9A1PD2.) The ALE Classified Assistant will attend ALE districtwide PD as well as ongoing ALE PD provided by the ADE in order to meet state requirements. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion Total Budget:
$65115.16
Planning Team Classification
Name
Position
Committee
Classroom Teacher
Amerson, Jondavid
8th Gr Social Studies Teacher
Literacy/Intervention (RTI)
Classroom Teacher
Anthony, Brandy
EAST/Business
Literacy/Parental Involvement
Classroom Teacher
Anthony, Keith
Social Studies , AR History Teacher/Coach
Literacy/Financial
Classroom Teacher
Baker, Gloria
Secondary Librarian
Literacy/Professional Development
Classroom Teacher
Barnett, Kellie
JRH Science
Math/Professional Development
Classroom Teacher
Beatty, Michelle
8th Math
Math/Professional Development
Classroom Teacher
Bennett, Martha
Music/Assistant Band Director
Math/Parental Involvement
Classroom Teacher
Broughton, Karen
PE Coach
Math/Intervention(RTI)
Classroom Teacher
Brown, Dederick
Social Studies
Literacy/PE
Classroom Teacher
Campbell, Grenda
Careers/Assistant Principal/Dean of Students
Literacy/Professional DevelopmentChair/ Building Steering
Classroom Teacher
Cox, Stephanie
Secondary Math
Math/Financial
Classroom Teacher
Daugherty, Jaqueline 7th Grade Math Teacher
Math/Curriculum and InstructionChair
Classroom Teacher
Denton, Yogi
Secondary English
Literacy/Financial
Classroom Teacher
Evans, Kerry
Special Education
Literacy/Discipline and School ClimateChair
Classroom Teacher
Farmer, Glenda
Special Education
Math/Professional Development
Classroom Teacher
Fellows, Robert
Music/Band Director
Math/Professional Development
Classroom Teacher
Frazer, Sommer (Nicci)
JRH Special Education
Literacy/Curriculum and Instruction/RTI
Classroom Teacher
Haddock, Marcus
Dean of Students/ADE/Coach
Discipline and School Climate/Building Steering
Classroom Teacher
Hawkins, Chris
Social Studies
Literacy
Classroom Teacher
Jackson, Sherrelle
History
Literacy/Curriculum and Instruction
Classroom Teacher
Jones, Larell
Secondary English
Literacy/Intervention(RTI)
Classroom Teacher
King, Darlene
Secondary Math
Math/Professional Development
Classroom Teacher
Mangum, Joyce
Math Facililator/Teacher
ACSIPChair/Math/FinancialChair/Building Steering
Classroom Teacher
Mankin, Sharon
CBA/Business
Math/Discipline and School Climate
Classroom Teacher
McGraw, John
Social Studies/Coach
Literacy/Professional Development/ Building Steering
Classroom Teacher
Medlin, Jennifer
English
Literacy
Classroom Teacher
Mizell, Christie
Secondary English
Literacy/Discipline and School Climate
Classroom Teacher
Nichols, Robert
Agriculture
Math/Curriculum and Instruction
Classroom Teacher
Noblin, Chelsea
English
Literacy
Classroom Teacher
Pipes, Amanda
Spanish
Literacy
Classroom Teacher
Roberts, Jacob
Science Teacher
Math
Classroom Teacher
Shopher, Aundi
Secondary Family Dynamics
Literacy/Professional Development
Classroom Teacher
Simmons, Lesley
Mathematics
Mathematics
Classroom Teacher
Singh, Patricia
Secondary Art
Literacy/Financial
Classroom Teacher
Skender, Justin
Social Studies
Literacy/Discipline and School Climate
Classroom Teacher
Smith, Billy
Special Education
Literacy
Classroom Teacher
Smith, Tre'quita
Secondary Math
Math/Discipline and School Climate
Classroom Teacher
Spratt, Terrance
Health and P.E./Coach
Math/Parental Involvement
Classroom Teacher
Stobaugh, John
JRH Science
Math/Intervention(RTI)
Classroom Teacher
Strickland, Dain
Secondary Science
Math/Parental InvolvementChair
Classroom Teacher
Stroud, Stacy
8th English
Literacy/Discipline and School Climate
Classroom Teacher
Summitt, Laressa
Keyboarding/CT
Math/Discipline and School Climate
Classroom Teacher
Thomas, Rebecca
Secondary English
Literacy/Intervention(RTI)
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Classroom Teacher
Thompson, Jansen
7th English
Literacy
Classroom Teacher
Zieman, Jane Ann
Secondary Science
Math/Curriculum and Instruction
NonClassroom Professional Staff
Amerson, Tami
Paraprofessional
Literacy
NonClassroom Professional Staff
Anderson, Tracy
Paraprofessional
Literacy
NonClassroom Professional Staff
Brown, Everette
Parapro
Math
NonClassroom Professional Staff
Ellis, Lesa
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