School Plan Print Version ST. PAUL HIGH SCHOOL PO Drawer F ...

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School Plan




Print Version

ST. PAUL HIGH SCHOOL

PO Drawer F Huntsville, AR 72740

Arkansas Comprehensive School Improvement Plan

2011
-
2012


The mission of the St. Paul High School is to
collaborate with parents and patrons of the community to ensure that all students achieve
proficiency in literacy and mathematics.

Grade Span: 7
-
12

Title I: Title I Schoolwide

School Improvement: SI_M


Table of Contents

Priority 1:

Literacy Skills

Goal:

St. Paul Schools will use the Comprehensive Literacy Approach to writing instruction to include writing
-
to
-
learn, writing
-
to
-
demonstrate
learning and authentic writing.

Priority 2:

Math Skills

Goal:

To increase math test scores using a Standards Based driv
en curriculum

Priority 3:

Wellness

Goal:

To create an environment that promotes the health and wellness of students and faculty members at St. Paul High School.

Priority 4:

English Language Learners & Title III Funding

Goal:

To utilize ELL and Title III fu
nds so that all ELL students will learn grade level content and gain proficiency in the English language, with
an emphasis in the area of writing.


Priority 1:

To improve student Literacy test scores to meet state AYP.

Supporting Data:

1.

Combined
Population: Grade 7 Literacy Augmented Benchmark Exam: # Tested & Percent of Students Scoring
Proficient/Advanced: 2011: 20 students: 55% 2010: 20 Students: 60% 2009: 21 Students: 48% The 3 year trend
analysis of the open response and multiple choice quest
ions, in the three types of reading passages, revealed that
the lowest area(s) are: practical passage. The 3 year trend analysis of the open response questions in the five
writing domains revealed that the lowest identified area(s) are: content and style d
omains. Combined Population:
Grade 8 Literacy Augmented Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011:
15 students: 74% 2010: 18 Students: 73% 2009: 25 Students: 56% The 3 year trend analysis of the open response
and mult
iple choice questions, in the three types of reading passages, revealed that the lowest area(s) are: literary
passage. The 3 year trend analysis of the open response questions in the five writing domains revealed that the
lowest identified area(s) are: con
tent and style domains. Combined Population: Grade 11 Literacy Benchmark Exam:
# Tested & Percent of Students Scoring Proficient/Advanced: 2011: 16 students: 88% 2010: 18 students: 50%
2009: 19 Students: 68% The 3 year trend analysis of the open response a
nd multiple choice questions, in the three
types of reading passages, revealed that the lowest area(s) are: content passages. The 3 year trend analysis of the
open response questions in the five writing domains revealed that the lowest identified area(s) a
re: content and style
domains.

2.

Students with Disabilities (IEP): Grade 7, 8, 11 Literacy Benchmark Exam: In 2011, 2010, and 2009, there were
fewer than 10 IEP students in our school.

3.

Limited English Proficient (LEP): Grade 7, 8, 11 Literacy Benchmark Exam:

In 2011, 2010, and 2009 there were
fewer than 10 LEP students in our school.

4.

Economically Disadvantaged (SES): Grade 7 Literacy Augmented Benchmark Exam: # Tested & Percent of Students
Scoring Proficient/Advanced: 2011: 19 students: 53%% 2010: 13 students
; 69% 2009: 13 students: 38% The 3
year trend analysis of the open response and multiple choice questions, in the three types of reading passages,
revealed that the lowest area(s) are: practical passages. The 3 year trend analysis of the open response ques
tions in
the five writing domains revealed that the lowest identified area(s) are: content and style domains. Economically
Disadvantaged (SES): Grade 8 Literacy Augmented Benchmark Exam: # Tested & Percent of Students Scoring
Proficient/Advanced: 2011: 11
students: 82% 2010: 11 students: 73% 2009: 17 Students: 42% The 3 year trend
analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
the lowest area(s) are: literary passages. The 3 year trend anal
ysis of the open response questions in the five writing
domains revealed that the lowest identified area(s) are: content and style domains.Economically Disadvantaged
(SES): Literacy
-

11th Exam # Tested & Percent of Students Scoring Proficient/Advanced: 20
11: 12 students: 83%
2010: 13 students: 46% 2009: 11 Students: 64% The 3 year trend analysis of the open response and multiple
choice questions, in the three types of reading passages, revealed that the lowest area(s) are: content passage. The
3 year trend

analysis of the open response questions in the five writing domains revealed that the lowest identified
area(s) are: content and style domains.

5.

Caucasian: Grade 7 Augmented Literacy Benchmark Exam: # Tested & Percent of Students Scoring
Proficient/Advance
d: 2011: 20 students: 55% 2010: 18 students: 56% 2009: 19 Students: 42% The 3 year trend
analysis of the open response and multiple choice questions, in the three types of reading passages, revealed that
the lowest area(s) are: practical passage. The 3 yea
r trend analysis of the open response questions in the five
writing domains revealed that the lowest identified area(s) are: content and style domain. Caucasian: Grade 8
Literacy Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2
011: 15 students: 74%
2010: 16 students: 69% 2009: 19 Students: 56% The 3 year trend analysis of the open response and multiple
choice questions, in the three types of reading passages, revealed that the lowest area(s) are: literary passage. The
3 year tre
nd analysis of the open response questions in the five writing domains revealed that the lowest identified
area(s) are: content and style domains. Caucasian: Literacy
-
11th Exam: # Tested & Percent of Students Scoring
Proficient/Advanced: 2011: 16 students
: 88% 2010: 18 students: 50% 2009: 19 Strudents: 68% The trend analysis
of the open response and multiple choice questions, in the three types of reading passages, revealed that the lowest
area(s) are: content passage. The trend analysis of the open respon
se questions in the five writing domains revealed
that the lowest identified area(s) are: writing and style domains.

6.

African American: Grade 7, 8, 11 Literacy Benchmark Exam: In 2011, 2010, and 2009, there were fewer than 10
African American students in ou
r school.

7.

Hispanic: Grade 7, 8, 11 Literacy Benchmark Exam: In 2011, 2010, and 2009, there were fewer than 10 Hispanic
students in our school.

8.

Graduation Rate: 2011: 90.6% 2010: 90.8% 2009: 87.5

9.

NORM REFERENCED TEST: Combined (Total) Population: Reading Co
mprehension, Grade 7: # of Students Tested
and % that had an NPR or 50% or above: 2011: 20 students: 48% 2010: 20 Students: 45% 2009: 21 Students:
38%

10.

NORM REFERENCED TEST: Combined (Total) Population: Reading Comprehension, Grade 8: # of Students Tested
a
nd % that had an NPR or 50% or above: 2010: 15 Students: 47% 2009: 25 Students: 36% 2008: 25 students:
56%

11.

NORM REFERENCED TEST: Combined (Total) Population: Reading Comprehension, Grade 9: # of Students Tested
and % that had an NPR or 50% or above: 2011:
14 students: 39% 2010: 30 Students: 33.3% 2009: 26 Students:
46.2%

12.

.

Goal

St. Paul Schools will use the Comprehensive Literacy Approach to writing instruction to include writing
-
to
-
learn, writing
-
to
-
demonstrate learning and authentic writing.

Benchmark

The following population (s) met the 2011 AYP target of 75.81% scoring Proficient/Advanced: Combined, Caucasian, and
SES. It is expected that each of these populations will meet, or exceed, the 2012 AYP Target of 83.88% scoring
Proficient/Advanced, or make

the necessary gains to invoke “Safe Harbor” or “Growth.

Intervention: St. Paul High School will implement the Comprehensive, Standards Based, Literacy Approach for comprehension ins
truction with
emphasis on monitoring comprehension, using graphic and sem
antic organizers, answering questions, generating questions, recognizing story
structure, summarizing, inferring, and making use of prior knowledge and using mental imagery.

Scientific Based Research: Teaching Children to Read: An evidence
-
based assessmen
t of the scientific research literature on reading and its
implications for reading instruction (NICHD)(2000), Report of the National Reading Panel (2000), Reading First, Federal Initi
ative authorized
by the No Child Left Behind Act of 2001.

Actions

Perso
n Responsible

Timeline

Resources

Source of Funds

English Teachers will purchase classroom sets of
books and other materials needed for Literacy Lab.
This activity is supplemental to the program already
implemented with state or local funds.

Action Type:
Alignment

Kenena
Pelfrey/Janelle
Riddle

Start:
07/01/2011

End:
06/30/2012



School Library



Teachers


ACTION BUDGET:

$


English Language Learners will be involved in all
areas of literacy instruction. Instructional materials
will be purchased to provide learning aides with
Daisy Duerr,
Tammi Davis

Start:
07/01/2011

End:


Teaching Aids


ACTION BUDGET:

$


regard to the learning problems of ELL students.

Action Type: Equity

06/30/2012

Comprehension instruction will be aligned with The
Learning Institute with Pacing guides that were
developed to identify benchmarks every 9 weeks in
grades 9
-
12.

Action Type: Alignment

Action
Type: Professional Development

Daisy Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


Each teacher in grades 7
-
12 will utilize the explicit
teaching procedure for comprehension instruction in
literacy and core curriculum
classes. Whole group
instruction and small group instruction will be
utilized.

Action Type: Alignment

Action Type: Professional Development

Daisy Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


The principal will monitor
the level of implementation
in classrooms according to observation and
CLASSROOM WALK THROUGHS. The principal will
confer with the teacher to discuss the level of
implementation.

Action Type: Alignment

Action Type: Professional Development

Daisy Duerr
-
Prin
cipal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


Teachers will provide comprehension strategy
instruction to all students. This includes teacher
explanation and modeling of all comprehension
strategies, followed by guided practice
and
independent practice. Additional practice will be
integrated in literacy centers, content classrooms, or
as homework.

Action Type: Alignment

Action Type: Equity

Action Type: Professional Development

Action Type: Special Education

Daisy Duerr,
Principal
, English
and Special
Education Teachers

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants



Teachers


ACTION BUDGET:

$


Progress in comprehension in grades 7
-
12 will be
monitored at nine week intervals with TLI Module
assessments. The CRT will be an

outcome
assessment for students in grades 7, 8, and 11. The
NRTs, Augmented Benchmarks and NRT's, will be
outcome assessments for reading comprehension at
grades 7, 8, and 9.

Action Type: AIP/IRI

Daisy Due
rr,
Principal

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION BUDGET:

$


Action Type: Alignment

Action Type: Collaboration

Teachers will participate in Comprehensive Literacy
training such as Literacy Lab and Next Step
Strategies to learn about comprehension instruction.
The

School District will fund additional professional
development activities, registration to workshops,
stipends, mileage, food, and lodging costs. The
District will also provide food and paper goods for
onsite professional development activities.

Action Typ
e: Alignment

Action Type: Professional Development

Daisy Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Central Office



Outside
Consultants



Teachers


ACTION BUDGET:

$


Teachers will provide a list of strategies for
vocabulary development to parents.
All teachers will
incorporate these vocabulary strategies in teaching
comprehension in their content areas.

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Daisy Duerr
-
Principal; K.
Pelfrey, J. Riddle,
S. Kavian
-
Parent
Facil
itator

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


Students identified as not meeting the expectation
for success will receive additional comprehension
strategy instruction through remediation. Progress
will be monitored until
expectations are met.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Equity

Daisy Duerr
-
Principal;
English/Special
Education Teachers

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION BUDGET:

$


Students will
participate in self
-
selected reading in all
classrooms.

Action Type: Professional Development

English Teachers;
Content Teachers

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


To determine if all students are proficient in reading
comprehension, the program will be evaluated by the
number of students meeting or exceeding proficiency
in reading on benchmark or end
-
of
-
course exams.

Action Type: Equity

Action Type: Program Evaluation

Daisy Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2
012



Performance
Assessments


ACTION BUDGET:

$


Economically Disadvantaged and Students with
Disabilities will be involved in all areas of literacy
instruction. Instructional materials will be purchased
to provide learning aids with regard to the learning
Daisy Duerr
-
Principal; Special
Education Teachers

Start:
07/01/2011

End:
06/30/2012



Teachers



Teachi
ng Aids


ACTION BUDGET:

$


problems of Economically Disadvantaged/Special
E
ducation students. High interest books and
magazines for at risk students such as 7
-
12 grade
SES and Students with Disabilities will be purchased
to help stimulate reading opportunities and increase
literacy proficiency. Math manipulatives and
calculators
will be purchased for students to use in
supplemental learning environments for students in
grades 7
-
12.

Action Type: Equity

Action Type: Special Education

10% SET ASIDE FOR PROFESSIONAL DEVELOPMENT:
Teachers will attend professional development
activities, with emphasis on literacy and math, that
will include all areas of instruction. Registration to
workshops, stipends, mileage, food, and lodging
costs will

be funded by the district. Supplies will be
purchased to provide food and paper goods for onsite
professional development activities. These
professional development activities will address
literacy, as a focus, due to the school's inability to
meet AYP fo
r literacy during the 2008
-
2010 school
years.

Action Type: Professional Development

Daisy Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants

PD (State
-
223)
-

Purchased
Services:

$5500.00

PD (State
-
223)
-

Materials &
Supplies:

$1000.00


ACTION
BUDGET:

$6500


PROFESSIONAL DEVELOPMENT: All teachers will
have the opportunity to participate in the school, and
district, professional development plan. Teachers will
use an instrument developed by the district
professional development committee to evaluate the
effecti
veness of the professional development plan,
the course offerings and the effectiveness of the
knowledge gained. Annually, upon review of the test
data, the professional development committee will
develop a professional development plan for the
school and
individual teachers. All new teachers (first
3 years) and teachers in need of assistance will be
assigned a mentor to assist them in reaching their
professional development goals. All teachers will
have the opportunity to have input regarding the
district
and building level professional development
plan. The district will provide all teachers and
administrators with no less than 60 hours of
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Central Office

Title I
-

Materials &
Supplies:

$549.00


ACTION
BUDGET:

$549


professional development to include: 6 hours of
technology and 2 hours of parental involvement (3
hours of Parental In
volvement for Administrators) 2
hours of PD for those who teach Arkansas History
and training in Data Disagregation, Instructional
Leadership and Fiscal Management for
Administrators. Teachers will have the opportunity to
evaluate the benefit of the profes
sional development
activities and provide feedback on needed changes.
Special Needs funding (PD) will be used to support
the following initiatives and training: The Learning
Institute, CRISS (Content Reading in Secondary
Schools), and other subject specifi
c initiatives
supported and offered by NWAESC and ADE. Monies
budgeted in materials and supplies will be used for
materials needed for the staff development activity.

Action Type: Alignment

Action Type: Collaboration

Action Type: Professional Development

A
ction Type: Program Evaluation

FORMATIVE EVALUATION: On a semi
-
annual basis,
all NRT , end
-
of
-
course and
benchmark data, along
with other school
-
based data, will be analyzed to
determine curriculum, instruction, and staff
development needs. Curriculum maps will be
adjusted for gaps and redundancies. Students
scoring below proficient will have requirement to
m
eet according to AIPs, and individual professional
development needs will be determined and
addressed. Our ACSIP plan will be reviewed and
modified based on the results of the data analysis.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Collabor
ation

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

Daisy Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



ACTION BUDGET:

$


Establish a Literacy Leadership Team that will
facilitate school change, create

a plan of action,
analyze data, identify students to be targeted, and
plan for professional development.

Action Type: Alignment

Daisy Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Central Office



Performance
Assessments


ACTION BUDGET:

$


Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

Action Typ
e: Special Education



School Library



Teachers

All students 7
-
12 will participate in the Accelerated
Reader Program.
Students will be required to read
self
-
selected "AR" Books and take reading
comprehension tests over these books both during
English Classes and their "Advisory" Period. Star
-
Tests will be used to assess students
beginning/ending reading levels before/afte
r the
program begins/ends.

Action Type: AIP/IRI

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


SUMMATIVE EVALUATIONS: On a semi
-
Annual Basis,
all NRT (IBTS
-
ITED) and CRT (End of Course and
Benchmark)
assessments will be analyzed to
determine curriculum, instruction, and staff
development needs. Curriculum maps will be
adjusted for gaps and redundancies. Students
scoring below proficient will have requirements to
meet, according to AIPs, and individual
professional
needs will be determined and addressed. Each school
year the ACSIP team will use these Summative
Evaluations to help make decisions as to which
Interventions are effective... which needs revision,
and which need to be abandoned.

Action Type: A
IP/IRI

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION
BUDGET:

$


FORMATIVE EVALUATION: The St. Paul High School
will purchase the The Learning Institute services. The
goal of TLI is to assist schools in gathering formative
assessment data that will allow them to monitor and
modify curriculum and instruction, resulting i
n
increased student achievement. Students will be
tested in literacy in grades 7
-
12. A pre
-
test will be
administered at the beginning of the school year. The
purpose of the pre
-
test is to assess prerequisite
Daisy Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


knowledge, to modify pacing guides, and to ident
ify
students who need enrichment/intervention. The
following information may be gained from the TLI:
misconceptions, that students may have, and areas
in need of differentiated instruction. Post
-
tests are
useful for determining student gains, as a curricul
um
audit, and for professional development planning.

Action Type: AIP/IRI

Action Type: Alignment

SCHOOL LEADERSHIP TEAM: Closing the
Achievement Gap (Literacy): Regular quarterly
meetings of our (Literacy) ACSIP Leadership
Committee will continue to be held. These meetings
will focus on building capacity within our school. Each
meeting agenda will inc
lude the following Core
Principles: A. The selection of research
-
based,
scientifically validated, Interventions designed to
improve our ability to improve student performance
on the Literacy portion of all High Stakes Exams. B.
The ongoing monitoring of st
udent progress in order
to influence classroom instruction. C. The utilization
of Formative and Summative Assessment Data to
make decisions that impact: Curriculum, Instruction
and Professional Development. D. Coordination of
resources in order to better m
eet the needs of all
students. Written minutes of each meeting, along
with a sign
-
in sheet, will be kept and made available
upon request. The intent is that each Intervention,
and Action, is carefully monitored…through the
collection of Formative and Summa
tive Data….so that
those strategies which prove ineffective can be
revised, or abandoned. Our ACSIP Plan will be
revised each spring, and fall, in order to keep it
timely and valid in our efforts to improve teaching
and learning. The district conducted a p
eer review of
our ACSIP. Suggestions were given and revisions
were made prior to the submission of our plan to the
district.

Action Type: Alignment

Action Type: Collaboration

Action Type: Program Evaluation

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

En
d:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


ACADEMIC IMPROVEMENT PLANS (AIP): Appropriate
Daisy Dyer Duerr,
Start:


Administrative

teachers and/or other school personnel
knowledgeable about the student’s academic
performance shall evaluate students identified

as
scoring below proficient on the State Criterion
Reference (CRT) exams. The student’s parents will be
contacted for the purpose of working jointly with
school personnel in developing an Academic
Improvement Plan. (AIP) Formative and Summative
Assessment

Data will be used to create a plan that
includes standards
-
based, supplemental, remedial
strategies designed to assist the student in scoring
proficient on the next administration of the CRT
Exam. Regular classroom teachers will be the first to
implement
the components of these plans. A variety
of additional resources will also be used to support
the student. Highly qualified staff will provide
instruction. The AIP will be monitored and adjusted
as the student makes progress.

Action Type: AIP/IRI

Action Ty
pe: Alignment

Action Type: Collaboration

Action Type: Equity

Principal

07/01/2011

End:
06/30/2012

Staff



District Staff



Teachers

ACTION BUDGET:

$


Utilize TAC software to interface with APSCN for
faculty to
record students' grades and attendance.
This software also provides communication with
parents about students' progress.

Action Type: Parental Engagement

Action Type: Program Evaluation

Darlene Gillespie,
Debbie Holt

Start:
07/01/2011

End:
06/30/2012



Perfo
rmance
Assessments



Teachers


ACTION BUDGET:

$


The High School will participate in the Voluntary
Universal ACT Assessment program (VUAA) to
provide all 11th grade students to participate in one
administration of the ACT assessment. Money is
budgeted for approximately $31 per student.

Action Type: Prog
ram Evaluation

Daisy Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



District Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


The High School will provide after school tutoring to
students scoring below proficient on Benchmark
Tests. 1 to 2 Teachers will be hired at $30 per hour
to provide supplemental math and literacy lessons.
Monies budgeted include salary and benefits. The
af
ter school tutoring sessions meet 2
-
3 times per
week for 1/1/2 hours daily. Math and Literacy areas
will be emphasized as well as individual learning
Daisy Duerr,
Principal

Start:
07/01/
2011

End:
06/30/2012



Teachers

Title I
-

Employee
Salaries:

$10000.00

Title I
-

Employee
Benefits:

$2500.00


needs.

Action Type: Program Evaluation

Action Type: Special Education

ACTION
BUDGET:

$12500


Provide classes in foreign languages through the
distance learning equipment. These classes will be
supplemental and
are in addition to those required
by the state.

Action Type: Alignment

Action Type: Collaboration

Daisy Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants



Teaching Aids

NSLA (State
-
281)
-

Purchased
Services:

$2500.00


ACTION
BUDGET:

$2500


PROGRAM EVALUATION: "At the conclusion of the
2010
-
2011 school year we evaluated this
Intervention/Program through: TLI Module Quaterly
Assessments and determined that it was effective in
support of our Curriculum, Instruction, Assessment
and
Professional Development. EVALUATION
RESULTS: An average of 32% of students in grades
7
-
11 scored passing on the pretest as compared to
74% passing on the posttest. Based on these results
from the assessments, this intervention needs
additional focus on co
mprehension. Literacy teachers
will receive professional development for
comprehension strategies. We believe the evidence
shows that it is valuable in terms of supporting our
efforts to increase student achievement. During the
2011
-
2012 school year, we pl
an to use the following
protocol in evaluating, and adjusting, the programs,
processes, and activities that make up the action
descriptions within this intervention/program: TLI
Module Assessments, pretests, quarterly tests, and
post tests will be administ
ered at each grade level
and will be posted on the TLI website to be available
to faculty members. We will use this
data/information and end of year assessments to
determine whether the objectives of this
Intervention/Program were achieved and whether it
h
as been successful in attaining the anticipated
participant outcome, objectives. We will report the
results, in our 2012
-
2013 ACSIP Plan, and use those
evaluation results in making decisions that impact
our future instructional program."

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


Action Type: Progr
am Evaluation

Purchase instructional supplies to supplement
curriculum. Materials may include books,
calculators,
science experiment supplies, math manipulatives,
reading materials, and other materials as needed to
enhance the curriculum.

Action Type: Alignment

Action Type: Collaboration

Daisy Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



District St
aff



Teachers

Title I
-

Materials &
Supplies:

$8661.00

NSLA
(State
-
281)
-

Materials
& Supplies:

$10930.00


ACTION
BUDGET:

$19591


ANNUAL TITLE ONE MEETING: Our school will host
an annual meeting to discuss the Title I
program...progress...and welcome
input. This
meeting will be scheduled during the fall of each
school year. A sign
-
in sheet will be kept to document
attendance. An agenda will be provided that
includes: Goals for the program, rights of parents to
be involved in the planning, reviewing and

improving
of parent programs, school accreditation,
coordination of federal programs, the school's
academic performance report, overview of the
curriculum along with an explanation of the kinds of
assessments used. There will be a time for dialgue
with ou
r parents, and they will be encouraged to ask
questions and offer suggestions as they relate to
budgeting of all federal monies. Parents will be
encouraged to form a partnership with the school. A
committee will be formed for the purpose of annually
revisi
ng our school parental involvement policy.

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



Teachers



Title Teachers


ACTION BUDGET:

$


COMPREHENSIVE NEEDS ASSESSMENT: We formed
ACSIP Leadership Teams and analyzed the test
scores from the 2011 adminstration of the 7th and
8th grade Augmented Benchmark, NRT Exams, and
11th Grade Literacy Exam. We examined the results
from both the combined
population and EACH
subpopulation. We conducted data analysis to
determine our main areas of weakness. In addition,
we studied the three most recent years of
Attendance, (Graduation Rate) disciplinary, formative
and Summative Achievement Data across grade
Daisy Dyer Duerr

Start:
07/01/2011

End:
06/30/2012



District Staff



Teachers


ACTION BUDGET:

$


levels within our building. We aggregated and
disaggregated all the data for the purpose of
establishing student learning and behavioral goals.
We looked at our trend data in order to better
identify the specific areas of need and help align
classroom inst
ruction with our curriculum,
assessment and professional development. We
examined our routines, customs, and norms in order
to dig deeper for the root cause why more of our
students are not achieving to their full potential. Our
2010 Supporting Data Statem
ents show the
discrepancies in achievement, among our various
populations. We are modifying our Curriculum,
Instruction, Asssessment and Professional
Development practices to better meet the needs of
all our populations. Based on our Data analysis we
came
to the conclusion that the following areas
reflect our greatest need within Literacy Priority 1.
We will select Interventions and coordinate our
various state and federal funding sources to address
these areas. In addition, we meet in departmental
teams we
ekly and as an entire faculty monthly so
that we can review formative, "real time" classroom
performance data for the purpose of making
decisions regarding the direction, and focus, of our
Classroom Instruction. We chart progress on our
"Assessment/Interve
ntion" wall.

Action Type: Program Evaluation

Action Type: Title I Schoolwide

SCHOOL WILL PROVIDE WRITTEN NOTICES ABOUT
SCHOOL IDENTIFICATION: SCHOOL CHOICE
TRANSPORTATION AND SUPPLEMENTAL
EDUCATIONAL SERVICES: Due to the fact that we
have been identified as a TI
-
2
-
A building, we will set
aside 20% of the total Title I allotment for

transportation for choice (10%) to the Huntsville
Middle and High School campuses and Supplemental
services (10%). (This money is budgeted at the
district level). A letter, both English and Spanish, was
sent to parents of our students to explain how our
s
chool compares in terms of academic achievement
to other schools, in Arkansas, served by Title I, why
Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION BUDGET:

$


the school is identifed for improvement, what the
school is doing to address the problem, how parents
can become involved in addressing the academic
issue
s that led to identification, and that they have
the right to send their children to Huntsville, and that
the school district will be responsible for transporting
them to Huntsville. Parents will be informed of the
supplemental services available to them i
n a letter
describing the availablity of services, the identity of
approved providers of those services that are
reasonably available in a neighboring district; and a
brief description of the services, qualifications, and
demonstrated effeftiveness of each

such provider.

Action Type: Title I Schoolwide

Our school has been identified as being in school
improvement, (TI_2
-
A)Targetd Improvement Year 2
-

Achieving, due to not meeting AYP in literacy. Due to
this identification, this ACSIP is a two year plan.

Action Type: Title I Schoolwide

Daisy Dyer Duerr

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION BUDGET:

$


SIG 2010a: Huntsville School District was approved
for a Title IA 1003(a) and Title I ARRA 1003(a) Grant
for the 2010
-
2011 school year, for the amount of
$121,331. Huntsville School District determined it
would be appropriate to hire a state approved
outsi
de provider for school improvement services.
After careful consideration, we have determined that
JBHM’s struggling learner services are closely aligned
with our needs. With the 1003a funding we will
supplement our Title funding and hire JBHM’s
services to

come in and provide specialists to assist
teachers with our struggling learners. This will
encompass all our students who are not performing
proficient or advanced on the state benchmark exam.
In addition to the struggling learner services, we
have decide
d to hire JBHM to provide literacy and
math coaching for our language arts and math
teachers and our literacy coach. They will work one
on one with these teachers to provide teaching
strategies in the specific content area of literacy and
math. Literacy an
d math continue to be our weakest
areas of our curriculum. They will look at alignment,
framework, high yield strategies etc. We believe
Debbie Holt, Daisy
Duerr

Start:
07/01/2011

End:
06
/30/2012



Outside
Consultants



Performance
Assessments


ACTION BUDGET:

$


these services will be an excellent supplement to the
services we are already providing. JBHM has
provided services thr
oughout the 2010
-
2011 school
year and will continue thru September, 2011.
Huntsville

Action Type: Alignment

Action Type: Collaboration

Action Type: Professional Development

Action Type: Program Evaluation

TEACHER MENTORING: A literacy instructional
facilitator (1.0 FTE) will be hired to assist in
curriculum alignment in grades 7
-
8 with state
curriculum documents; alignment of
classroom
assessment with statewide exams; instructional
strategies; professional development and
implementation of training; choosing standards
-
based instructional materials; understnading of
current research; advantageous arrangement of the
instructional

day; and integrating technology into
instruction.

Action Type: Alignment

Action Type: Collaboration

Action Type: Professional Development

Daisy Dyer Duerr

Start:
07/01/2011

End:
06/30/2011



Administrative
Staff



Computers



District Staff



Performance
Assessme
nts

Title I
-

Employee
Salaries:

$56000.00

Title I
-

Employee
Benefits:

$14000.00


ACTION
BUDGET:

$70000


Huntsville School District wishes to use the Title I
Part A reallocated funds from 2009
-
2010, ($11,980)
at St. Paul High School. St. Paul High School is
identified as Year Two Achieving (TI
-
2
-
A). The funds
will be used to provide supplemental academic
supp
ort and educational support to students enrolled
in this high school in order to help them meet the
state standards in academic subjects. The district
wishes to use these funds to purchase smart boards
and netbooks for use by the core curriculum teachers
a
nd students at the building level. These electronic
devices will provide for functional technology
equipment to meet the learning needs of all
students. As stated in the Arkansas Common Core
Technology Requirements , the Common Core
Standards include not o
nly basic technology skills to
help them succeed, but in the bigger picture, call for
students to use technology in all areas of learning.
The Title I Part A reallocated funds ($11,980)will be
Debbie Holt, Daisy
Duerr

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION BUDGET:

$


budgeted to the function code 2230 Instruction
-
Related Technolo
gy under Objects 66000 and 67000.
(Reallocated Funds 6505)

Action Type: SIF 1003(a) ARRA

Total Budget:

$111640

Intervention: Establish an Alternative
Learning Environment Program.

Scientific Based Research: Improving the Problem Skills of At Risk High School Mathematics Students through Cooperative Work
Groups and
Computer Assisted Instruction, Brickle, Woodrow, II., 1990
-
12
-
00.

Actions

Person
Respons
ible

Timeline

Resources

Source of Funds

Establish an ALE committee to include principals, counselors,
teachers, parents and students.

Action Type: Collaboration

S. Watskins
-
ALE
Instructor

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff


ACTION
BUDGET:

$


ALE Committee will meet to develop the Alternative Learning
Environment plan. The plan will include strategies to serve
students from Huntsville Middle School (Grades 7
-
8),
Huntsville High School (Grades 9
-
12), and St. Paul High
School (Grades 7
-
12).

Action Type: Collaboration

Action Type: Equity

S. Watkins
-
ALE
Instructor

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff


ACTION
BUDGET:

$


Hire ALE Instructor to teach ALE students. These monies are
budgeted at the Huntsville High School Building Level Plan.

Action Type: Equity

M. Gray
-
HHS
Principal, Daisy
Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff


ACTION

BUDGET:

$


ALE Committee will meet to develop criteria for students to
enter and exit the ALE program

Action Type: Collaboration

S. Watkins
-
ALE
Instructor

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff


ACTION
BUDGET:

$


The ALE committee will meet to evaluate potential students
using established entrance criteria.

Action Type: Collaboration

Action Type: Parental Engagement

Steve Watkins

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff


ACTION
BUDGET:

$


The school will purchase general supplies for use in the ALE
classroom. This money is budgeted on the Huntsville High
School Plan.

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:


Teachers


ACTION
BUDGET:

$


Action Type: Equity

06/30/2012

FORMATIVE ASSESSMENTS: Huntsville High School will
administer assessments developed by The Learning Institute
that will in assist gathering data that will allow them to
monitor and modify curriculum and instruction, resulting in
increased student achieveme
nt. Students will be assessed in
Literacy, Math, and Biology. Module 1 will be administered
early in the school year to assess prerequisite knowledge, to
modify pacing guides, and to identify students who need
enrichment/intervention. The following informa
tion may be
gained from the assessments: misconceptions that student
may have and areas in need of differentiated instruction. The
last TLI Module will be used to determine student gains, as a
curriculum audit, and for professional development planning.

Ac
tion Type: Program Evaluation

S. Watkins
-
ALE
Instructor

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff


ACTION
BUDGET:

$


Students, who are identified as at
-
risk, will be placed in an
alternative learning environment (ALE) with access to services
of a school counselor/mental health professional, a nurse, and
support services, all provided by the district. The ALE will
employ
sufficient personnel 1 FTE in the core academic
content areas in order to meet the student/teacher ratios (as
outlined in section 4.02
-
Rules Governing the Distribution of
Student Special Needs Funding
-
September, 2007) and allow
students to secure enough cr
edits for graduation. Any student
eligible for special education services will continue to receive
services while in the ALE. Students will not be placed in the
ALE based on academic problems alone. Students placed,
otherwise intelligent and capable, may h
ave one or more of
the following characteristics: Disruptive behavior, potential
drop out, personal or family problems, recurring absenteeism,
transition to or from residential programs or conditions that
negatively affect the student's academic progress.
(Abuse
-
physical, mental, sexual
-
, frequent relocation of residency,
homelessness, inadequate emotional support, mental/physical
health problems, pregnancy, single parenting) Documentation
shall be maintained as to placement decisions made by the
Alternativ
e Education Placement Team. All ALE teachers will
receive professional development pursuant to ADE Rules and
Regulations. The Alternative Learning Environment will have
as its goal to increase attendance of at
-
risk students and to
graduate them. Parent con
ferences will be required for
placement in the program and school personnel will be in
Daisy Dyer
Duerr
-
Principal;
S. Watkins
-
ALE
Instructor

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION
BUDGET:

$


frequent contact with parents. The placement conference will
include the principal, counselor, teachers, parents, and other
appropriate personnel in order to make good d
ecisions about
what services will be available while in the ALE. If the student
makes significant academic and/or behavioral progress while
in the ALE the student may be exited from the program. The
ALE Placement Team will develop exit criteria. The ALE wi
ll
meet all guidelines required by the ADE and state laws.

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Action Type: Professional Development

Action Type: Special Education

Action Type: Technology I
nclusion

PROGRAM EVALUATION: At the conclusion of the 2010
-
2011
school year we evaluated this Intervention/Program
through:
ALE Exit Criteria and determined that it was effective in
support of our Curriculum, Instruction, Assessment and
Professional Development. EVALUATION RESULTS: Of the 26
students that participated, 4 students graduated from high
school. During the
2011
-
2012 school year, we plan to use the
following protocol in evaluating, and adjusting, the programs,
processes, and activities that make up the action descriptions
within this intervention/program: ALE Exit Criteria.
Assessment charts will be created u
sing data from these
assessments. We will use this data/information to determine
whether the objectives of this Intervention/Program were
achieved and whether it has been successful in attaining the
anticipated participant outcome, objectives. We will repo
rt the
results, in our 2012
-
2013 ACSIP Plan, and use those
evaluation results in making decisions that impact our future
instructional program.

Action Type: Program Evaluation

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Performance
Assessments



Teachers


ACTION
BUDGET:

$


PROFESSIONAL DEVELOPMENT: The ALE instructor will attend
training provided by the Arkansas Department of Education
annually.

Action Type: Professional Development

D.
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION
BUDGET:

$


Total Budget:

$0

Intervention: St. Paul High School will use the Comprehensive, Standards Based, Literacy approach to vocabulary instruction a
s detailed in
the texts:
Words, Words, Words and Word Journeys.

Scientific Based Research: National Reading Panel Report (2000); Words, Words, Words (1999); Word Journeys (2000).

Actions

Person
Responsible

Timeline

Resources

Source of Funds

Vocabulary instruction will be
aligned with the ELA Framework
Standard 11. Pacing guides will be developed to identify
benchmarks at each nine weeks for grades 7
-
12.

Action Type: Alignment

Action Type: Collaboration

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION
BUDGET:

$


The principal will monitor the level of implementation in
classrooms according to observation and Classroom Walk
-
Throughs. The principal will confer with the teacher to discuss
the level of implementation.

Action Type: Alignment

Daisy

Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION
BUDGET:

$


All teachers will utilize explicit vocabulary instruction. Additional
practice may be integrated as homework.

Action Type: Alignment

Action Type: Collaboration

Action
Type: Equity

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION
BUDGET:

$


FORMATIVE EVALUATION: Diagnostic assessments will be
administered to those students determined by classroom
assessments to be at risk of reading
failure. Teachers will
monitor progress in vocabulary through student writing samples.

Action Type: Collaboration

Action Type: Equity

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION
BUDGET:

$


Teachers will provide additional vocabulary instruction to those
students who are not meeting expectations for success as
measured by locally developed common assessments, CRTs, and
NRTs.

Action Type: AIP/IRI

Action Type: Collaboration

Action Type: Equity

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION
BUDGET:

$


Through self
-
selected reading, teachers will require students to
include a variety of genres and subject areas to broaden
vocabulary.

Action Type: Equity

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



School Library



Teachers


ACTION
BUDGET:

$


The vocabulary intervention plan will be evaulated based on the
progress made in reading (item
-
by
-
item analysis) and writing
(style) on the end
-
of
-
course literacy assessment.

Action Type: Program Evaluation

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION
BUDGET:

$


Establish a Literacy Leadership Team that will facilitate
school
change, create a plan of action, analyze data, identify students
to be targeted, and plan for professional development.

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program
Evaluation

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Central Office



Performance
Assessments



School Library



Teachers


ACTION
BUDGET:

$


PROGRAM EVALUATION: "At the conclusion of the 2010
-
2011
school year we
evaluated this Intervention/Program through: TLI
Module Assessments and determined that it was effective in
support of our Curriculum, Instruction, Assessment and
Professional Development. EVALUATION RESULTS: An average
of 32% of students in grades 7
-
11 sc
ored passing on the pretest
as compared to 74% passing on the posttest. Based on these
results from the assessments, this intervention needs additonal
focus on vocabulary development. We believe the evidence
shows that it is valuable in terms of supporting

our efforts to
increase student achievement. During the 2011
-
2012 school
year, we plan to use the following protocol in evaluating, and
adjusting, the programs, processes, and activities that make up
the action descriptions within this intervention/progra
m:
Arkansas Comprehensive Literacy Model. TLI Module
Assessments, pretests, quarterly tests, and post tests will be
administered at each grade level and will be posted on the TLI
website to be available to faculty members. We will use this
data/information

and end of year assessments to determine
whether the objectives of this Intervention/Program were
achieved and whether it has been successful in attaining the
anticipated participant outcome, objectives. We will report the
results, in our 2012
-
2013 ACSIP
Plan, and use those evaluation
results in making decisions that impact our future instructional
program."

Action Type: Program Evaluation

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Performance
Assessme
nts



Teachers


ACTION
BUDGET:

$


Total Budget:

$0

Intervention: St. Paul High School uses the Comprehensive, Standards Based, Literacy Approach to writing instruction to inclu
de writing
-
to
-
learn, writing
-
to
-
demonstrate learning, and authentic writing.

Scientific Based Research: Strategies that Work, Stepanie Harvey (2000); Guiding Readers and Writers, Irene Fountas (2001); I
n the Middle,
Atwell (1998)

Actions

Person
Timeline

Resources

Source of Funds

Responsible

Writing instruction will be aligned
with the ELA Framework
Standards 4, 5, 6, and 7. Pacing guides will be utilized to
identify benchmarks at each nine weeks for grades 7
-
12.

Action Type: Alignment

Action Type: Collaboration

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Teach
ers


ACTION BUDGET:

$


Each teacher in grades 7
-
12 will utilize best practices for
writing instruction in literacy and core curriculum classes.

Action Type: Alignment

Action Type: Professional Development

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants



Teachers


ACTION BUDGET:

$


CLASSROOM WALK
-
THROUGHS (CWT's): The principal will
monitor the level of implementation in classrooms
according to observations and/or Classroom Walk
-
Throughs. The principal will confer
with the teacher to
discuss the level of implementation.

Action Type: Alignment

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


Teachers will provide explicit writing instruction to all
students. This includes
teacher explanation and modeling of
all writing skills, followed by guided practice and
independent practice. Additional practice may be integrated
in literacy centers or as homework.

Action Type: Alignment

Action Type: Equity

Daisy Dyer
Duerr
-
Principal

St
art:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


FORMATIVE EVALUATION: Progress in writing in grades 7
-
12 will be monitored at nine week intervals with locally
developed common assessments; the CRT will be an
outcome assessment for students
in grades 7, 8, and 11.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Collaboration

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION BUDGET:

$


Teachers/Literacy Coach/Principal will
participate in
Comprehensive Literacy training such as Literacy Lab and
Next Step Strategies to learn more about effective writing
instruction. Teachers will utilize the texts, Strategies that
Work, Stephanie Harvey (2000); Guiding Readers and
Writer, Iren
e Fountas (2001); In the Middle, Nancie Atwell
(1998).

Action Type: Alignment

Action Type: Collaboration

Action Type: Professional Development

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants



Teachers



Teaching Aids


ACTION

BUDGET:

$


Teachers will provide additional writing instruction through
remediation and/or small groups for those students not
meeting expectations on classroom assessments.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Equity

Daisy Dyer
Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION BUDGET:

$


PROGRAM EVALUATION: "At the conclusion of the 2010
-
2011 school year we evaluated this Intervention/Program
through: Target Testing and determined that

it was
effective in support of our Curriculum, Instruction,
Assessment and Professional Development. EVALUATION
RESULTS: An average of 32% of students in grades 7
-
11
scored passing on the pretest as compared to 74% passing
on the posttest. Based on these
results from the
assessments, this intervention needs additional focus on
language skills. Literacy teachers will receive professional
development for writing strategies. We believe the evidence
shows that it is valuable in terms of supporting our efforts
to increase student achievement. During the 2011
-
2012
school year, we plan to use the following protocol in
evaluating, and adjusting, the programs, processes, and
activities that make up the action descriptions within this
intervention/program: Arkansas C
omprehensive Literacy
Model. TLI Module Assessments, pretests, quarterly tests,
and post tests will be administered at each grade level and
will be posted on the TLI website to be available to faculty
members. We will use this data/information and end of
y
ear assessments to determine whether the objectives of
this Intervention/Program were achieved and whether it
has been successful in attaining the anticipated participant
outcome, objectives. We will report the results, in our
2012
-
2013 ACSIP Plan, and use

those evaluation results in
making decisions that impact our future instructional
program."

Action Type: Program Evaluation

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


Homeless children are identified as those who lack a fixed,
regular, and adequate nighttime residence. This includes
students who live in shelters, motels, hotels, trailer parks,
campgrounds, cars, parks, public places, buses, train
stations, abandoned bui
ldings, and/or students who are
abandoned, awaiting foster care, or doubled up with
relatives or friends. Huntsville School District has
Freda
Waters,
Homeless
Liaison

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


designated a local homeless liaison, Freda Waters, to insure
that school staff, secretaries, counselors, etc. understan
d
the broad scope of the law's definition of homeless and to
work to coordinate local efforts to ensure that homeless
children are identified, they are enrolled in school, and they
have opportunities for academic success. The district has
identified 190 ho
meless students and provides
transportation to and from school, free breakfast and lunch,
and free textbooks. The district shall reserve $4750 of Title
I funds to provide services to homeless children (This is
determined by multiplying the number of studen
ts by $25
for each student.) The district has determined that these
funds shall be used to purchase materials and supplies
(such as paper, pencils, pens, crayons, calculators, etc.) to
insure that homeless students have supplies comparable to
other student
s. This activity is supplemental to the program
already implemented with state or local funds.

Action Type: Equity

NEEDS ASSESSMENT: WE have analyzed the

test results
from the following exams: 11th Grade Literacy, Algebra I,
Geometry and the 9th grade NRT. We have examined the
results of the Combined Population and the various
subpopulations. In addition, we have studied our
graduation rate over the past 3

years. It is our aim to
aggregate and disaggregate this data for the purpose of
determining student learning needs. We have looked at the
trends in order to better shape instruction and align it with
the curriculum frameworks, in literacy and math. We
rec
ognize there are achievement gaps between
subpopulations and we are modifying our curriculum,
instruction, assessment and professional development
practices to better meet the needs of all our populations.

Action Type: Collaboration

Action Type: Equity

Act
ion Type: Parental Engagement

Action Type: Professional Development

Action Type: Program Evaluation

Action Type: Title I Schoolwide

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION BUDGET:

$


SCHOOLWIDE REFORM STRATEGIES: We are continually
working toward aligning our curriculum and assessment
with the Arkansas Frameworks. We meet on a monthly
basis to better align our instruction and curriculum…both
Daisy Dyer
Duerr,
Principal

Start:
0
7/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION BUDGET:

$


horizontally and vertically. Content
area teams are in place
and meet daily, or weekly. We are looking for ways that our
various software and other technology programs can
compliment one another in order to provide a more
seamless design for instruction. We include strategies
designed to prov
ide opportunities for all children to meet
the state’s Proficient and Advanced levels of student
academic achievement. We continually seek to incorporate
methods and instructional strategies that are based on
scientifically based research.

Action Type: Ali
gnment

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Action Type: Professional Development

Action Type: Program Evaluation

Action Type: Special Education

Action Type: Title I Schoolwide

INSTRUCTION BY HIGHLY QUALIFIED TEACHERS: Our
entire faculty is licensed in the areas they teach. All of our
Para pros meet “highly qualified” standards prior to their
being
hired. We have a well
-
defined professional
development program that insures each teacher is
acquiring the training they need to grow and develop in
their ability to meet the needs of our various populations.

Action Type: Equity

Action Type: Title I Schoolw
ide

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff


ACTION BUDGET:

$


PROFESSIONAL DEVELOPMENT: WE meet on a semi
-
annual
basis in order to evaluate our schoolwide needs. We offer
to each teacher the opportunity to
secure the required 60
hours of professional development…including training in
parental involvement and technology. Our administrators
are also trained in data analysis and parental involvement.
Our teachers, principals and Para pros are all included in
th
e design and implementation of our professional
development plan. Our ACSIP team meets annually in order
to consider any modifications that may be necessary.

Action Type: Professional Development

Action Type: Program Evaluation

Action Type: Title I Schoolw
ide

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION BUDGET:

$


STRATEGIES TO ATTRACT HIGHLY QUALIFIED TEACHERS:
We advertise open job positions both locally and statewide.
We make every attempt to
secure the most highly qualified
candidates for each position that becomes available. WE
work with the University of Arkansas in the placement of
their best teacher candidates in our school.

Action Type: Equity

Action Type: Professional Development

Action
Type: Technology Inclusion

Action Type: Title I Schoolwide

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff


ACTION BUDGET:

$


PARENT INVOLVEMENT: We use a variety of strategies to
involve our parents in the education
of their students. We
host parental engagement nights (literacy and math)
whereby parents are invited to view models of proficient
student work. We invite parents to participate as mentors
in our school. We recruit parents to serve on ACSIP, and
other, com
mittees. We host 2 parent teacher conferences
each year in order to apprise the parents of the progress of
their child. Each fall we host a Title I Parent Engagement
Night whereby we inform parents of the programs and
opportunities available to them and th
eir children. We
involve parents in the development of our parent
involvement policy…and the evaluation of the same. WE
have a parent
-
school compact that is sent home with each
student…with the signature of the parent secured. Materials
will be purchased f
or parent resources to use with their
children.

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

Action Type: Program Evaluation

Action Type: Title I Schoolwide

Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers

Title I
-

Materials &
Supplies:

$360.00


ACTION
BUDGET:

$360


TRANSITION: Each spring we host an evening where
parents and students come to our school. These are the
parents of those students who will be transitioning from
elementary to high school the following fall. We offer an
orientation session for these students and their parents so
that they are more familiar with policies, procedures and
expectations at the high school level.

Action Type: Alignment

Action Type: Colla
boration

Action Type: Equity

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION BUDGET:

$


Action Type: Parental Engagement

Action Type: Special Education

Action Type: Title I Schoolwide

WE INVOLVE TEACHERS IN THE DECISION MAKING
PROCESS by holding frequent meetings where we obtain
feedback and ask for guidance in policy making. Our
teachers meet once monthly for the purpose of engaging in
data analysis. We continually seek to support an
e
ducational climate whereby all our staff feels they have a
voice in how we shape the instructional program.

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

Action T
ype: Title I Schoolwide

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION BUDGET:

$


POINT IN TIME REMEDIATION: We offer the following
activities and programs that serve as our
remediation
process for those students who score below proficient on
the 11th grade literacy, Algebra I and Geometry CRT
Exams: Formative and Summative Assessment Data will be
used to create a plan that includes standards
-
based,
supplemental, remedial stra
tegies designed to assist the
student in scoring proficient on the next administration of
the CRT Exam. Regular classroom teachers will be the first
to implement the components of these plans. A variety of
additional resources will also be used to support
the
student. Highly qualified staff will provide instruction. The
AIP will be monitored and adjusted as the student makes
progress. Each student scoring below proficient has an AIP
created with the involvement of parents, teachers and
counselors. Parents a
re required to sign off on the AIP’s.
Students are also enrolled in courses necessary for
remediation of those skills necessary to pass the various
EOC Exams. Literacy and Math teachers provide focused
small group and individual remediation for those stude
nts
who have an AIP.

Action Type: Alignment

Action Type: Equity

Action Type: Title I Schoolwide

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION BUDGET:

$


WE COORDINATE AND INTEGRATE our various programs by
planning for how best the various funding sources can
Daisy Dyer
Duerr,
Start:
07/01/2011



Administrative Staff


support a seamless curriculum in our school. Whenever
possible we combine federal and state resources in order to
provide supplemental services to our

students. We are
always planning for how the various programs can
compliment one another as opposed to working in isolation.

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Technolog
y Inclusion

Action Type: Title I Schoolwide

Principal

End:
06/30/2012



District Staff



Teachers

ACTION BUDGET:

$


Purchase materials and supplies for use in Literacy Lab and
other literacy
instructional programs. The instructional
facilitator will assist in curriculum alignment with state
curriculum documents; alignment of classroom assessment
with statewide exams; instructional strategies; professional
development and implementation of trai
ning; choosing
standard
-
based instructional materials; understanding of
current research; advantageous arrangement of the
instructional day; and integrating technology into
instruction

Action Type: Alignment

Daisy Dyer
Duerr,
Principal

Start:
07/01/2011

En
d:
06/30/2012



Administrative Staff



Teachers



Teaching Aids

Title VI
State
-

Materials &
Supplies:

$4500.00


ACTION
BUDGET:

$4500


TITLE I SCHOOL/PARENT COMPACT: There will be an
annual review and update of our Title I School/Parent
Compact. The compact will be distributed to each parent at
the time a conference is held. There will be a meeting, in
the fall, to encourage parents to ha
ve input into the Title I
program. The school will develop and distribute, at Open
House, this compact as a component of it's written parental
involvement policy. The compact is a written agreement
between the school and the parents of children served in
t
he Title I Schoolwide Program that identifies the activities
that the parents, the entire school staff, and the students
will undertake to share the responsibility for improving
achievement so that students can meet the State's high
academic standards. Par
ents, teachers, and students sign
the contract and it is returned to school and kept in
designated parent involvement folders. For those parents
who do not attend the Title I Open House meeting or P/T
conferences, the parent compact is sent home with the
s
tudent, and efforts are made to contact parents for the
purpose of inviting them to school and conferencing with
Daisy Dyer
Duerr,
Pri
ncipal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION BUDGET:

$


our administration and staff.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Title I Schoolwide

MENTORING: Implement teacher mentoring activities and
programs that are connected to the professional
development of literacy and math teachers.

Action Type: Professional Development

Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



District Staff



Teachers


ACTION BUDGET:

$


Total Budget:

$4860


Priority 2:

To improve student test scores in math.

Supporting Data:

1.

Combined (Total)
Population: Grade 7 Math Augmented Benchmark Exam: # Tested & Percent of Students Scoring
Proficient/Advanced: 2011: 20 students: 50% 2010: 20 students: 55% 2009: 21 Students: 43% The lowest
identified area(s) (based on the 3 year trend analysis of the ope
n response questions) in the five mathematics
strands, revealed weaknesses in: numbers and operations and measurement. The lowest identified area(s) (based on
the 3 year trend analysis of the multiple choice questions), in the five mathematics strands, rev
ealed weaknesses in:
number and operations and measurement. Combined (Total) Population: Grade 8 Math Benchmark Exam: # Tested
& Percent of Students Scoring Proficient/Advanced: 2011: 15 students; 40% 2010: 18 students: 50% 2009: 25
Students: 32% The lowes
t identified area(s) (based on the 3 year trend analysis of the open response questions) in
the five mathematics strands, revealed weaknesses in: geometry, measurement, and data analysis and probability.
The lowest identified area(s) (based on the 3 year t
rend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in: measurement. Combined (Total) Population: EOC Algebra Benchmark
Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011: 6 students: 10
0% 2010: 19 students:
58% 2009: 35 Students: 41% 2008: 14 Students: 85.7% The lowest identified area(s) (based on the 3 year trend
analysis of the open response questions) in the five mathematics strands, revealed weaknesses in: solving equations
and inequ
alities and linear functions. The lowest identified area(s) (based on the 3 year trend analysis of the multiple
choice questions), in the five mathematics strands, revealed weaknesses in: solving equations and inequalities.
Combined (Total) Population: EOC

Geometry Benchmark Exam: # Tested & Percent of Students Scoring
Proficient/Advanced: 2011: 15 students: 80% 2010: 25 students: 60% 2009: 13 Students: 85% The lowest
identified area(s) (based on the 3 year trend analysis of the open response questions) in
the five mathematics
strands, revealed weaknesses in: coordinate geometry and transformations and triangles. The lowest identified
area(s) (based on the 3 year trend analysis of the multiple choice questions), in the five mathematics strands,
revealed weak
nesses in: language of geometry and measurement.

2.

Students with Disabilities (IEP): Grade 7, 8, EOC Algebra, and ECO Geometry: In 2011, 2010, and 2009, there were
fewer than 10 IEP students tested in our school.

3.

Limited English Proficiency (LEP): Grade 7, 8
, EOC Algebra, and ECO Geometry: In 2011, 2010, and 2009, there
were fewer than 10 LEP students tested in our school.

4.

Economically Disadvantaged (SES): Grade 7 Math Augmented Benchmark Exam: # Tested & Percent of Students
Scoring Proficient/Advanced: 2011:

19 students: 58% 2010: 13 students: 54% 2009: 13 Students: 46% The lowest
identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in: numbers and operations and measuremen
t. The lowest identified area(s) (based on
the 3 year trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
measurement. Economically Disadvantaged (SES): Grade 8 Math Augmented Benchmark Exam: # Tested
& Percent
of Students Scoring Proficient/Advanced: 2011: 11 students: 45% 2010: 11 students: 36% 2009: 17 Students: 18%
The lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in the five
mathematics strands, revea
led weaknesses in: geometry, measurement, and data analysis and probability. The
lowest identified area(s) (based on the 3 year trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in: measurement. Economic
ally Disadvantaged (SES): EOC Algebra
Benchmark Exam: # Tested & Percent of Students Scoring Proficient/Advanced: 2011: 6 students: 100% 2010: 15
students: 47% 2009: 21 students: 38% The lowest identified area(s) (based on the 3 year trend analysis of the
open
response questions) in the five mathematics strands, revealed weaknesses in: solving equations and inequalities and
linear functions. The lowest identified area(s) (based on the 3 year trend analysis of the multiple choice questions),
in the five math
ematics strands, revealed weaknesses in: solving equations and inequalities. Economically
Disadvantaged (SES): ECO Goemetry Benchmark Exam: # Tested & Percent of Students Scoring
Proficient/Advanced: 2011: 11 students: 73% 2010: 19 students: 53% 2009: 10 S
tudents: 80% The lowest
identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in: coordiate geometry and transformations and triangles. The lowest identified
area(s) (bas
ed on the 3 year trend analysis of the multiple choice questions), in the five mathematics strands,
revealed weaknesses in: language of geometry and measurement.

5.

Caucasian: Grade 7 Math Augmented Benchmark Exam: # Tested & Percent of Students Scoring
Profi
cient/Advanced: 2011: 20 students: 60% 2010: 18 students: 50% 2009: 19 Students: 37% The lowest
identified area(s) (based on the 3 year trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in: numbers and oper
ations and measurement. The lowest identified area(s) (based on
the 3 year trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in:
numbers and operations and measurement. Caucasian: Grade 8 Math Augmented
Benchmark Exam: # Tested &
Percent of Students Scoring Proficient/Advanced: 2011: 15 students: 40% 2010: 16 students: 50% 2009: 25
students: 32% The lowest identified area(s) (based on the 3 year trend analysis of the open response questions) in
the five m
athematics strands, revealed weaknesses in: numerical operations, algebra, and measurement. The lowest
identified area(s) (based on the 3 year trend analysis of the multiple choice questions), in the five mathematics
strands, revealed weaknesses in: measur
ement. Caucasian: EOC Algebra Benchmark Exam: # Tested & Percent of
Students Scoring Proficient/Advanced: 2011: 6 studetns: 100% 2010: 17 students: 53% 2009: 35 Students: 51%
The lowest identified area(s) (based on the 3 year trend analysis of the open res
ponse questions) in the five
mathematics strands, revealed weaknesses in: solving equalities and inequalities and linear functions. The lowest
identified area(s) (based on the 3 year trend analysis of the multiple choice questions), in the five mathematics

strands, revealed weaknesses in: solving equalities and inequalities. Caucasian: EOC Geometry Benchmark Exam: #
Tested & Percent of Students Scoring Proficient/Advanced: 2011: 12 students: 75% 2010: 25 students: 60% 2009:
13 students: 85% The lowest ident
ified area(s) (based on the 3 year trend analysis of the open response questions)
in the five mathematics strands, revealed weaknesses in: coordinate geometry and transformations and triangles.
The lowest identified area(s) (based on the 3 year trend analy
sis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in: language of geometry and measurements.

6.

African
-
American: Grade 7, 8, EOC Algebra, and ECO Geometry: In 2011, 2010, and 2009, there were fewer than 10
African Am
erican students tested in our school.

7.

Hispanic: Grade 7, 8, EOC Algebra, and ECO Geometry: In 2011, 2010, and 2009, there were fewer than 10 Hispanic
students tested in our school.

8.

Graduation Rate: 2011: 90.6% 2010: 90.8% 2009: 87.5%

9.

NORM REFERENCED TEST:
Combined (Total) Population: Total Math, Grade 7: # of Students and % that had an NPR
of 50, or above: 2011: 20 students: 55% 2010: 20 students: 40% 2009: 21 students: 47.6%

10.

NORM REFERENCED TEST: Combined (Total) Population: Total Math, Grade 8: # of Stud
ents and % that had an NPR
of 50, or above: 2011: 15 students: 34% 2010: 18 Students: 66.7% 2009: 25 students: 60%

11.

NORM REFERENCED TEST: Combined (Total) Population: Total Math, Grade 9: # of Students and % that had an NPR
of 50, or above: 2011: 14 student
s: 47% 2010: 30 Students: 50% 2009: 26 students: 96.2%

12.


Goal

To increase math test scores using a Standards Based driven curriculum

Benchmark

The following populations met the 2011 AYP target of 73.45% scoring Proficient/Advanced: Combined, Caucasian,
and SES.
It is expected that each of these populations will meet, or exceed, the 2012 AYP Target of 82.3% scoring
Proficient/Advanced, or make the necessary gains to invoke “Safe Harbor” or “Growth”.

Intervention: Increase math assessment scores using a C
omprehensive, Standards
-
Based curriculum.

Scientific Based Research: ED Thoughts: What We Know About Mathematics Teaching and Learning (2002), p. 44
-
5; Making Mathematics
Work for All Children: Issues of Standards, Testing, and Equity, A. Schoenfeld Sourc
e: Educational Researcher, p. 13
-
25.

Actions

Person
Responsible

Timeline

Resources

Source of Funds

Math teachers will continue utilizing pacing guides that
are aligned to the TLI Instructional Document based on
Arkansas math frameworks and review them in

monthly
department meetings.

Action Type: Alignment

Action Type: Collaboration

Lendy Eaton,
Sarah Gipson

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Continue standards based mathematics learning
strategies using
assessments and on
-
line lesson plans.
The weekly lesson planning will include a review of the
standards and pacing guides.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Collaboration

Action Type: Technology Inclusion

Lendy Eaton,
Sarah Gipson

St
art:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


Math teachers will review student work bi
-
weekly and
post grades. The results will be evaluated by teachers
during math meetings and shared with parents through
progress reports and/or
parent conferences

Action Type: AIP/IRI

Lendy Eaton,
Sarah Gipson

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION BUDGET:

$


Teachers will continue implementing problem solving
skills and test taking strategies relevant to benchmark
and EOC exams.

Action Type: AIP/IRI

Lendy Eaton,
Sarah Gipson

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


Teachers will attend professional development activities
for teachers (including special education) on traits of
standards based mathematics instruction. Publisher, State
or Local Educational Cooperative Training, or Math
Specialists may provide the traini
ng. Registration to
workshops, stipends, mileage, food, and lodging costs will
be included. Supplies will be purchased to provide food
and paper goods for onsite professional development
activities. Monies budgeted for salaries and benefits are
for stipend
s that will be paid for work done after regular
contracted hours and responsibilities.

Action Type: Professional Development

Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants


ACTION BUDGET:

$


Purchase materials and supplies for
Math Intervention
Teachers for use in math instructional programs.

Action Type: Alignment

Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



Teaching Aids

Title VI
State
-

Materials &
Supplies:

$4500.00


ACTION
BUDGET:

$4500


Continue training for all

teachers, including special
education teachers, on the various uses of assessment:
Formative
-
what do students know prior to instruction
Instructional
-
using what students know and are able to
do to guide instruction Summative
-
evaluative assessment
All math

teachers, including special education teachers,
will attend a training on the traits of standards
-
based
mathematics instruction.

Action Type: Collaboration

Action Type: Professional Development

Action Type: Program Evaluation

Daisy Dyer
Duerr, Principal

S
tart:
07/01/2011

End:
06/30/2012



Outside
Consultants



Teachers


ACTION BUDGET:

$


On a Semi Annual Basis, all NRT, End of Course and
Benchmark Data, along with other school
-
based data, will
be analyzed to determine curriculum, instruction, and
staff
development needs. Curriculum maps will be
adjusted for gaps and redundancies. Students scoring
below proficient will have requirements to meet according
to AIPs, and individual professional development needs
will be determined and addressed. Our ACSIP pla
n will be
reviewed and modified based on the results of this data
analysis.

Action Type: AIP/IRI

Daisy Dyer
Duerr, P
rincipal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

By grade level or discipline, teachers will create learning
activities based upon identified goals (essential questions)
and expected evidences of learning,
including
differentiated instruction based on individual needs.

Action Type: Collaboration

Action Type: Program Evaluation

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff


ACTION BUDGET:

$


The ACSIP committee will
meet regularly to collaborate
and create/revise/evaluate the school ACSIP plan.

Action Type: Collaboration

Action Type: Program Evaluation

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Community
Leaders



District Staff



Teachers



Title Teachers


ACTION BUDGET:

$


Students not scoring proficient will attend an Intervention
during their advisory period.. This is a 20 minute session
conducted by math teachers to reinforce math skills and
to assist students scoring below
proficiency in math. AIP's
for each student are used to determine the curriculum.

Action Type: AIP/IRI

Daisy Dyer
Duerr,
Principal, Lendy
Eaton, Susan
Hillyer

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments



Teachers


ACTION BUDGET:

$


Math
teachers will use TLI Module Assessments aligned to
the frameworks.

Action Type: Alignment

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Computers



Teachers


ACTION BUDGET:

$


Based on the curriculum maps, teachers, in conjunction
with special education teachers, will teach core
mathematical concepts. An essential question will be used
to guide both instruction and assessment for math for
each quarter.

Action Type: Alignment

Da
isy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


FORMATIVE EVALUATION Using the essential question as
the guiding focus, teachers will develop or identify
assessment instruments prior to developing the sequence
of instruction for that unit. These assessments will
Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Performance
Assessments


ACTION BUDGET:

$


identify what students should know, under
stand, and be
able to do at the conclusion of the unit.

Action Type: Alignment



Teachers

Teachers will plan learning experiences for each unit
based

on the identified core concepts (essential
questions)

Action Type: Alignment

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Teachers


ACTION BUDGET:

$


Formative assessments will be administered quarterly.
Results of these tests will be

used to evaluate student
achievement.

Action Type: Program Evaluation

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


SUMMATIVE EVALUATIONS: On a semi
-
Annual Basis,

all
NRT and CRT (End of Course and Benchmark)
assessments will be analyzed to determine curriculum,
instruction, and staff development needs. Curriculum
maps will be adjusted for gaps and redundancies.
Students scoring below proficient will have requireme
nts
to meet, according to AIPs, and individual professional
needs will be determined and addressed. Each school
year the ACSIP team will use these Summative
Evaluations to help make decisions as to which
Interventions are effective... which needs revision,

and
which need to be abandoned.

Action Type: AIP/IRI

Action Type: Alignment

Action Type: Collaboration

Action Type: Equity

Action Type: Professional Development

Action Type: Program Evaluation

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


SCHOOL LEADERSHIP TEAM Closing the Achievement Gap
(Math): Regular quarterly meetings of our (Math) ACSIP
Leadership Committee will continue to be held. These
meetings will focus on building capacity within our school.
Each meeting agenda will include the
following Core
Principles: A. The selection of research
-
based,
scientifically validated, Interventions designed to improve
our ability to improve student performance on the Math
portion of all High Stakes exams. B. The ongoing
Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


monitoring of student progres
s in order to influence
classroom instruction. C. The utilization of Formative and
Summative Assessment Data to make decisions that
impact: Curriculum, Instruction and Professional
Development. D. Coordination of resources in order to
better meet the needs

of all students. Written minutes of
each meeting, along with a sign
-
in sheet, will be kept and
made available upon request. The intent is that each
Intervention, and Action, is carefully monitored…through
the collection of Formative and Summative Data….so

that
those strategies which prove ineffective can be revised, or
abandoned. Our ACSIP Plan will be revised each spring,
and fall, in order to keep it timely and valid in our efforts
to improve teaching and learning.

Action Type: Alignment

Action Type: Col
laboration

Action Type: Program Evaluation

PROGRAM EVALUATION: "At the conclusion of the 2010
-
2011 school year, we evaluated this Intervention/Program
through: TLI Module Assessments and determined that it
was effective in support of our Curriculum, Instruction,
Assessment and Professional Developm
ent. EVALUATION
RESULTS: An average of 28% of students in grades 7
-
11
scored passing on the pretest as compared to 54%
passing on the posttest. Based on these results from the
assessments, this intervention needs additional focus on
lower level (7th and 8t
h) math. We believe the evidence
shows that it is valuable in terms of supporting our efforts
to increase student achievement. During the 2011
-
2012
school year, we plan to use the following protocol in
evaluating, and adjusting, the programs, processes, an
d
activities that make up the action descriptions within this
intervention/program: TLI Module Assessments, pretests,
quarterly tests, and post tests will be administered at
each grade level and will be posted on the TLI website to
be available to faculty
members. We will use this
data/information to determine whether the objectives of
this Intervention/Program were achieved and whether it
has been successful in attaining the anticipated
participant outcome. We will report the results, in our
2012
-
2013 ACSI
P Plan, and use those evaluation results
in making decisions that impact our future instructional
Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Distric
t Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


program.

Action Type: Collaboration

Action Type: Program Evaluation

We have been identified by the Arkansas Department of
Education that our school has been placed on "Alert"
because we failed to meet the expected math
performance level of the Combined,
Caucasian, and
economically disadvantaged populations during the 10
-
11
school year. We are taking the following measures, during
the 11
-
12 school year, that are designed to make a
positive difference in the teaching and learning that
occurs in our building
: Providing professional
development to our teachers on providing math
instruction and improving math scores with the combined,
Caucasian, and economically disadvantaged students.

Action Type: Collaboration

Action Type: Professional Development

Daisy Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Outside
Consultants



Teachers


ACTION BUDGET:

$


Workforce teachers will continue to collaborate with math
teachers to integrate Geometry and Workforce
frameworks into the
curriculum

Susan
McDonald,
Lendy Eaton

Start:
07/01/2011

End:
06/30/2012



Outside
Consultants



Performance
Assessments



Teachers


ACTION BUDGET:

$


ANNUAL TITLE ONE MEETING: Our school will host an
annual meeting (a stand alone meeting, not in conjuction
with any other meeting or activity) to discuss the Title I
program...progress...and welcome input. This meeting
will be scheduled during the fall of
each school year. A
sign
-
in sheet will be kept to document attendance. An
agenda will be provided that includes: Goals for the
program, rights of parents to be involved in the planning,
reviewing and improving of parent programs, school
accreditation, coor
dination of federal programs, the
school's academic performance report, overview of the
curriculum along with an explanation of the kinds of
assessments used. There will be a time for dialgue with
our parents, and they will be encouraged to ask questions
a
nd offer suggestions as they relate to budgeting of all
federal monies. Parents will be encouraged to form a
partnership with the school. A committee will be formed
for the purpose of annually revising our school parental
Daisy

Dyer
Duerr, Principal

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



Teachers



Title Teachers


ACTION BUDGET:

$


involvement policy. Parents will b
e provided information
about Parents Right to Know, Annual Report Card,
Individual Student Assessment Report, Writtne State
COmplaint Procedures, Parental Communication, Disbled
Parents to ensure meaningful participation in Title I, Part
A Programs.

COMPREHENSIVE NEEDS ASSESSMENT: We formed
ACSIP Leadership Teams and analyzed the test scores
from the 2011 adminstration of the 7th and 8th grade
Augmented Benchmark, NRT Exams, EOC Algebra and
EOC Geometry. We examined the results from both the
combined
population and EACH subpopulation. We
conducted data analysis to determine our main areas of
weakness. In addition, we studied the three most recent
years of Attendance, (Graduation Rate) disciplinary,
formative and Summative Achievement Data across grade
levels within our building. We aggregated and
disaggregated all the data for the purpose of establishing
student learning and behavioral goals. We looked at our
trend data in order to better identify the specific areas of
need and help align classroom inst
ruction with our
curriculum, assessment and professional development.
We examined our routines, customs, and norms in order
to dig deeper for the root cause why more of our students
are not achieving to their full potential. Our 2011
Supporting Data Statem
ents show the discrepancies in
achievement, among our various populations. We are
modifying our Curriculum, Instruction, Assessment and
Professional Development practices to better meet the
needs of all our populations. Based on our Data analysis
we came t
o the conclusion that the following areas reflect
our greatest need within Math Priority 1. We will select
Interventions and coordinate our various state and federal
funding sources to address these areas. In addition, we
meet in departmental teams weekly
and as an entire
faculty monthly so that we can review formative, "real
time" classroom performance data for the purpose of
making decisions regarding the direction, and focus, of
our Classroom Instruction.

Action Type: Alignment

Action Type: Collaboratio
n

Action Type: Professional Development

Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



District Staff



Teachers


ACTION BUDGET:

$


Action Type: Program Evaluation

Action Type: Special Education

Action Type: Title I Schoolwide

Total Budget:

$4500

Intervention: Parental Engagement: Saint Paul High School will comply with the Parental Engagement requirements as outlined i
n ACT 603 of
2003, ACT 307, of 2007, ACT 397 of 2009,and Title I
-
A of No Child Left Behind.

Scientific Based Research: Title: “A
New Wave of Evidence: The Impact of School, Family, and Community Connections on Student
Achievement.”Author: Henderson, A., & Mapp, K. Date: 2002 Source: National Center for Family and Community Connections with S
chools,
Southwest Educational Development
Labratory (http://www.sedl.org/connections/) Abstract Summary: Noting the evidence of families
influence on their children’s school achievement is consistent, positive, and convincing, this report examines research on pa
rent and
community involvement and t
he impact on student achievement. Conclusion: The report finds that there is strong and steadily growing
evidence that families can improve their children’s academic performance in school and have a major impact on attendance and
behavior.
Children at risk

of failure or poor performance can profit from the extra support that engaged families and communities provide. All students,

but especially those in middle and high school, would benefit if schools supported parents in helping children at home and in

gui
ding their
educational career. This report’s appendix provides a short history of the research in this field over the past 30 years. (Co
ntains 96
references) Building Successful Partnerships: A Guide for Developing Parent and Family Involvement Programs, N
ational PTA, 2000. (Act 603
of 2003, Arkansas General Assembly. A Framework for Understanding Poverty, Ruby K. Payne, Ph.D., 2003. A New Wave of Evidence
,
Henderson, A.T. & Mapp, K.L., 2002, pages 21
-
73; Fred Jones
-

Tools for Teaching

Actions

Person
Resp
onsible

Timeline

Resources

Source of Funds

The Principal shall designate one certified staff member who
is willing to serve as a PARENT FACILITATOR in order to help
organize meaningful training for staff and parents; promote
and encourage a welcoming
atmosphere to foster parental
involvement in the school and to undertake efforts to ensure
that parental participation is recognized as an asset to the
school. The Parent Facilitator shall receive supplemental pay
for the assigned duties as required by law

Action Type: Parental Engagement

Action Type: Title I Schoolwide

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Community
Leaders



District Staff



Teachers


ACTION
BUDGET:

$


The existing Parent Resource Center will be the focal point of
materials available for parents to use while visiting on
campus. To promote more responsible parenting,
arrangements may also be made to borrow materials
including by not limited to books, maga
zines, and videos.
Free brochures and pamphlets will also be available. The
center will be developed and maintained within the Media
Center which will allow parents to borrow parenting books,
magazines, or other material regarding responsible
parenting. Pa
rents will be notified of the materials/resources
Daisy Dyer Duerr,
Sherry Kavian

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Community
Leaders



District Staff



Teachers


ACTION
BUDGET:

$


available.

Action Type: Parental Engagement

Action Type: Title I Schoolwide

PARENTAL INVOLVEMENT MEETINGS: To help our parents in
assisting their children our school shall: Schedule regular
PARENTAL INVOLVEMENT MEETINGS at which parents are
given a report on the state of the school and an overview of:
A. What students will be lear
ning. B. How students are
assessed. C. What parents should expect for their child’s
education and D. How a parent can assist and make a
difference in their child’s education.

Action Type: Collaboration

Action Type: Parental Engagement

Daisy Dyer Duerr
-
Pri
ncipal; Sherry
Kavian
-
Parent
Facilitator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Community
Leaders



District Staff



Teachers


ACTION
BUDGET:

$


In order to encourage communication with parents, our
school will prepare an INFORMATIONAL
PACKET to be
distributed annually to the parents of each child in the
schoool. These packets will describe: the school's parental
involvement program; the recommended role of the parent,
student, teacher and school; ways for parents to become
involved in t
he school and thier child's education; a survey
for the parent regarding their interests concerning
volunteering at the school; a schedule of activities planned
throughout the school year to encourage parental
involvement; and procedures to allow the paren
ts and
teachers to communicate in a regular and meaningful
manner with the child's teacher and principal.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Program Evaluation

Action Type: Title I Schoolwide

Sherry Kavian

Start:
07/01
/2011

End:
06/30/2012



Administrative Staff



Community
Leaders



District Staff



Teachers


ACTION
BUDGET:

$


In order to encourage parents to participate as a full partner
in the decisions that affect their child and family, our school
will include in our
school student handbook the SCHOOL'S
PROCESS FOR RESOLVING PARENTAL CONCERNS, including
how to define the problem, whom to approach first, and how
to develop solutions. The process to resolve parental
concerns will be reviewed annually as part of the paren
tal
involvement plan.

Action Type: Parental Engagement

Action Type: Program Evaluation

Action Type: Title I Schoolwide

Daisy Dyer Duerr,
Sherry Kavian

Start:
07/01/2011

End:
06/30/2012



Community
Leaders



District Staff


ACTION
BUDGET:

$


Seminars will
be conducted to inform the parents of high
school students about how to be involved in the decisions
affecting course selection, career planning, and preparation
for post
-
secondary opportunities.

Action Type: Collaboration

Action Type: Parental Engagement

Daisy Dyer Duerr,
Mike Gray

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION
BUDGET:

$


Communicate role of guidance counselor regarding college
admissions and scholarship availability.

Action Type: Collaboration

Action Type: Equity

Action Type: Parental Engagement

S. Kavian
-
Parent
Involvement
Facilitator; M.
Massay
-
Counselor

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Teachers


ACTION
BUDGET:

$


WRITTEN NOTICE ABOUT SCHOOL IDENTIFICATION:
Affected
schools will provide parents with written notices
about the school's identification in School Improvement
Status. The notices will include the reason that the school is
identified, what the identification means, and the parent's
right to choose a school wi
thin the district that is not in
school improvement.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Program Evaluation

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Outside
Consultants



Performance
Assessments


ACTION
BUDGET:

$


Teachers will receive two hours of parental engagement
training as suggested by ADE. Administrators will be
required to complete 3 hours of professional development
related to parental involvement. Parental
involvement
training will enhance the understanding of effective parental
involvement strategies and the importance of setting
expectations and creating a climate conducive to parental
participation.

Action Type: Collaboration

Action Type: Parental Engagem
ent

Action Type: Professional Development

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



Outside
Consultants



Teachers


ACTION
BUDGET:

$


In order to inform parents of their child's progress, our
school will have two
regularly scheduled parent/teacher
conferences during the school year. They are scheduled
immediately following the 1st and 3rd nine weeks periods.

Action Type: Collaboration

Action Type: Parental Engagement

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End
:
06/30/2012



District Staff



Performance
Assessments



Teachers


ACTION
BUDGET:

$


In order to take advantage of community resources our
school will ENABLE THE FORMATION OF A PARENT TEACHER
ASSOCIATION, OR ORGANIZATION that will foster parental
Daisy Dyer Duerr,
Principal, Sh
erry
Kavian, Parent
Start:
07/01/2011

End:


Community
Leaders


ACTION
$

and
community involvement within the school. Leaders of
this organization should be utilized in appropriate decisions
affecting the children and families of the school.

Action Type: Collaboration

Action Type: Parental Engagement

Facilitator

06/30/2012



District Staff



Teachers

BUDGET:


PROGRAM EVALUATION: "At the conclusion of the 2010
-
2011 school year, we evaluated this Intervention/Program
through: Parental

Surveys, Volunteer sign
-
in sheets, daily
logs of volunteer hours, documented attendance at
parent/teacher conferences, and parent night activities.
EVALUATION RESULTS: Parental surveys conveyed 90%
satisfaction with teachers, principals and administration
.
Based on these results, we believe the evidence shows that
it is valuable in terms of supporting our efforts to increase
student achievement. During the 2011
-
2012 school year, we
plan to use the following protocol in evaluating, and
adjusting, the progra
ms, processes, and activities that make
up the action descriptions within this intervention/program:
parent survery and volunteer participation data. We will use
this data/information to determine whether the objectives of
this Intervention/Program were ac
hieved and whether it has
been successful in attaining the anticipated participant
outcome. We will report the results, in our 2012
-
2013 ACSIP
Plan, and use those evaluation results in making decisions
that impact our future instructional program."

Action
Type: Collaboration

Action Type: Parental Engagement

Action Type: Program Evaluation

Daisy Dyer Duerr,
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Performance
Assessments



Teachers


ACTION
BUDGET:

$


Publish a
Volunteer Resource Book for teachers to use in
soliciting assistance from parents who can volunteer at
school. A parent interest survey and options to designate
how they would like to participate will be distributed and
collected at the beginning of each y
ear as part of the
informational packet. The book will match school needs with
volunteer interests.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Program Evaluation

Action Type: Title I Schoolwide

Sherry Kavian

Start:
07/01/2011

End:
06/30/2012



School Library


ACTION
BUDGET:

$


TITLE ONE SCHOOL/PARENT COMPACT: We have worked
with our parents in creating a school
-
parent compact that
outlines how our parents, the entire school staff, and our
Sherry Kavian,
Daisy Dyer Duerr

Start:
07/01/2011

End:


Community
Leaders


ACTION
$

students will share the
responsibility for improving student
academic achievement and the means by which our school
will build and maintain a partnership to help our students
achieve proficiency. There will be an Annual review and
update of our Title I School/Parent Compact. The
Compact
will be distributed to each parent who attends one of our
three fall meetings or our fall Parent
-
Teacher Conferences.
The compact is a written agreement between the school and
the parents of children served in the Title One Schoolwide
Program that
identifies the specific activities that the
parents, the entire school staff and the students will
undertake to share the responsibility for improving
achievement so that students can meet the State’s high
academic standards. Our Compact Describes the scho
ol’s
responsibility in providing a high quality curriculum and
instruction and the ways parents will be responsible for
supporting their children’s learning and monitoring all
aspects of the same including those distractions that would
impede that learning
. The agreement also encourages
parents to participate, with the school, in making decisions
relating to the education of their children and positive use of
extracurricular time. Our compact addressed the importance
of communication between parents and tea
chers on an on
-
going basis through, at a minimum, attendance at Parent
-
Teacher Conferences during which the compact will be
discussed as it relates to student achievement. Our school
agrees to frequently report to parents on their child’s
progress and we o
bligate our staff to make themselves
available and accessible to all of our parents and to
encourage parents to volunteer and participate in their
child’s class, as it is appropriate.

Action Type: Equity

Action Type: Parental Engagement

Action Type: Title
I Schoolwide

06/30/2012



District Staff



Teachers

BUDGET:


An annual evaluation of the effectiveness of the school's
Parent Involvement Plan and parent involvement
activities
will be conducted to determine the academic quality of the
school has improved, if parent participation has increased,
and if barriers exist that hinder greater participation by
parents.

Action Type: Parental Engagement

Action Type: Title I Scho
olwide

Daisy Dyer Duerr,
Sherry Kavian

Start:
07/01/2011

End:
06/30/2012



Community
Leaders


ACTION
BUDGET:

$


Electronic lesson planning through "On Course" will be used
to align curriculum and plan for standards instruction. Home
Access Center (HAC)
and Teacher Access Center (TAC) will
be used for grading and communication of student progress
between the school and parents.

Action Type: Alignment

Action Type: Parental Engagement

Teachers

Start:
07/01/2011

End:
06/30/2012



Computers



Teachers


ACTION
BUDGET:

$


Instruction will be provided to parents on how to incorporate
developmentally appropriate learning activities in the home
enviroment. These include without limitations: Role Play and
demonstration by trained volunteers; the use of and access
to the Department of Education website tools for parents;
Assistance with nutritional meal planning and preparation,
and other strategies or curricula developed or acquired by
the district for at home parental instruction approved by the
Department of Educ
ation.

Action Type: Parental Engagement

Sherry Kavian,
Daisy Dyer Duerr

Start:
07/01/2011

End:
06/30/2012



Computers



District Staff


ACTION
BUDGET:

$


The school will provide opportunities for parents to engage
in activities determined by the school to
help them assist in
his or her child's learning.

Action Type: Collaboration

Action Type: Parental Engagement

Sherry Kavian,
Daisy Dyer Duerr

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION
BUDGET:

$


In order to build capacity for parental involvement and to
ensure effective involvement of parents and to support a
partnership between the school, parents, and community:
Our school shall provide assistance to parents of our
children in understanding such

topics as the State’s
academic content standards and State academic
achievement standards, State and local academic
assessments, the requirements of this part, and how to
monitor a child’s progress and work with educators to
improve the achievement of the
ir children. Our school will
provide materials and training to help parents to work with
their children to improve their children’s achievement, such
as literacy training and using technology, as appropriate, to
foster parental involvement. Our school will

educate
teachers, pupil services personnel, principals, and other
staff, with the assistance of parents, in the value and utility
of contributions of parents and in how to reach out to,
communicate with, and work with parents as equal partners,
implement
and coordinate parent programs, and build ties
between parents and the school. Our school will coordinate
Parent
Engagement
Facilitator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION
BUDGET:

$


and integrate parent involvement programs and activities
with Head Start, Reading First, HIPPY, and other programs,
and conduct other activities, such

as parent resource
centers, that encourage and support parents in more fully
participating in the education of their children. Our school
will ensure that information related to school and parents
programs, meetings, and other activities is sent to the
pa
rents of participating children in a format and , to the
extent practicable, in a language the parents (including
disabled parents) can understand. We will provide such
other reasonable support for parental involvement activities
as parents may request.

Ac
tion Type: Parental Engagement

Action Type: Title I Schoolwide

PARENT INVOLVEMENT POLICY: Our school has worked with
our parents in developing a written parental involvement
policy. A copy of the Policy is kept on file in our school’s
parent resource center, posted on our school website, and
distributed at our annual
Title One Meeting. We have used
several strategies to make the policy widely available in our
community. For those parents who do not attend our annual
meeting we provide a copy to them during the parent
teacher conference that is held with each parent who

has
children attending our school. During our fall meeting we
appoint a committee whose task is to update and revise, as
needed, our policy. A sign
-
in sheet will be kept to document
attendance. In addition to our fall annual meeting we
schedule two additi
onal meetings at times convenient for
our parents to attend and we provide child care during these
meetings. The Agenda Topics for each meeting include: A.
Rights of parents to be involved in the planning, review and
revision of the (Schoolwide) or (Target
ed Assistance)
Program (including the school parental involvement policy)
B. An overview of the Title One Program to include: An
explanation of the Curriculum used, forms of academic
assessment used to measure student progress, the
proficiency levels stude
nts are expected to meet and, if
requested by parents, opportunities for regular meetings
designed to create meaningful partnerships between them
and the school. C. School accreditation status and D. A
description of how the various funding sources used in

the
building are coordinated. There will be a time for dialogue
Parent
Engagement
Facilitator

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION

BUDGET:

$


with our parents and they will be encouraged to ask
questions and offer suggestions as they relate to budgeting
of all federal monies. Parents will be encouraged to form a
partnership with th
e school and maintain contact on an on
-
going basis throughout the year.

Action Type: Parental Engagement

Action Type: Title I Schoolwide

Total Budget:

$0


Priority 3:

The health and physical well
-
being of our students directly affects their ability to learn. Childhood obesity increases the
incidence of adult diseases occurring in children and adolescents such as heart
disease, high blood pressure, and diabetes.
The increased risk carries forward into their adulthood. Research indicates that a healthy diet and regular physical activity

can help prevent obesity and the diseases resulting from it. It is understood that the

eating habits and exercise patterns of
students cannot be changed overnight, but it is necessary to strive to create a culture in our schools that consistently
promotes good nutrition and physical activity. The problem of obesity and inactivity is a publi
c health issue. The responsibility
for addressing the problem lies not only with the schools and the Department of Education, but with the community and its
residents, organizations, and agencies. Therefore, the district shall enlist the support of the lar
ger community to find
solutions which improve the health and physical activity of our students.

Supporting Data:

1.

School Health Index (Middle/High) 2010
-
2011 Priorities Module 1
-
School Health and Safety Policies and Environment
(89%)
-
reduce/eliminate fundr
aisers that are contradictory to healthy eating habits, educate students about the
dangers of tobacco use. Module 2
-
Health Education (96%)
-
display posters regarding the risks of tobacco use. Module
8
-
Family and Community Involvement (44%)
-
provide tips abou
t healthy eating/living will appear periodically in
school newsletter. 2009
-
2010 Priorities Module 1
-
School Health and Safety Policies and Environment (97%)
-
prohibition of physical activity as punishment partially in place; fundraisers do not alsways suppo
rt healthy eating.
Module 3
-
Physical Education and Other Physical Activity Programs (98%)
-
individualized physical activity/fitness plans
partially in place. 2008
-
2009 Priorities Module 4
-
Nutrition Services (93%)
-
no appealing, low
-
fat items offered at sites

outside the cafeteria. 2007
-
2008 Priorities Module 1
-
School Health & Safety Policies & Environment (90%)
-
fundraisers not supportive of healthy eating; no tobacco cessation services in place Module 7
-
Family & Community
Involvement (77%)
-
lack of education f
or families, lack of parent/community involvement, lack of community
-
based
programs.

2.

Body Mass Index Results Number and percentage of those Overweight or Obese by gender: 2010
-
2011 No
information available due to low numbers of students assessed. 2009
-
2010

Males: 16 Students: N/A Females: 13
Students: 46.2% 2008
-
2009 Males: 19 Students: 47.4% (increase of 26%) Females: 12 Students: N/A

3.

Arkansas Prevention Needs Assessment Student Survey Number and Percent of students reporting lifetime use of
alcohol, chewi
ng tobacco, and cigarettes in grades 6th
-
12th: 2010
-
2011 (District Data Used) 6th
-
12th Grades
Cigarettes: 31.4% Chewing Tobacco: 24.3% Alcohol: 47.5% 2009
-
2010 6th
-
12th Grades Cigarettes: 34.3% Chewing
Tobacco: 22.3% Alcohol: 53.7% 2008
-
2009 6th
-
12th Grade
s Cigarettes: 35.4% Chewing Tobacco: 27.4% Alcohol:
56.3%

Goal

To create an environment that promotes the health and wellness of students and faculty members at St. Paul High School.

Benchmark

To increase scores on the School Health Index (Middle/High)
on Module 1 by 3%, Module 2 by 2%, and Module 8 by 12% by
May, 2012.

Benchmark

To realize a decline of 1/2% of males and females in 8th and 10th grades in the Overweight or Obese categories on the
2011
-
2012 BMI screening.

Intervention: St. Paul High Scho
ol will encourage strategies and activities that promote a healthier lifestyle for students and faculty.

Scientific Based Research: Ten Strategies for Promoting Physical Activity, Healthy Eating, and a Tobacco
-
Free Lifestyle Through School Health
Program
by the Center for Disease Control and Prevention (2003). http://www.cdc.gov/healthyyouth/publications/pdf/ten_strategies.pdf
Fit,
Healthy, and Ready to Learn: A School Health Policy Guide by the National Association of State Boards of Education (2000
-
2005)
.
http://www.nasbe.org/HealthySchools/fithealthy.html

Actions

Person Responsible

Timeline

Resources

Source of Funds

Tobacco use cessation services will be posted as
per time and place. School nurse will display any
posters available pertaining to dangers

of tobacco
use.

Action Type: Collaboration

Action Type: Wellness

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Outside
Consultants



Teachers


ACTION BUDGET:

$


To comply with Act 201 of 2007, goals and
objectives for

nutrition and physical activity must
be incorporated into the annual school planning and
reporting process.

Action Type: Collaboration

Action Type: Wellness

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


To comply with Act 201 of 2007, St. Paul High
School will establish a child health advisory
committee, will coordinate statewide efforts to
combat child obesity and related illness, and will
work to improve the health of the next
generation
of Arkansans.

Action Type: Collaboration

Action Type: Wellness

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Teachers


ACTION BUDGET:

$


Tips about healthy eating and healthy living will
appear int he
monthly newsletter several times per
year.

Action Type: Collaboration

Action Type: Professional Development

Action Type: Wellness

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Outside
Consultants



Teachers


ACTION
BUDGET:

$


Work with community agencies to provide safe,
healthful extra
-
curricular activities for students in
secondary grades.

Action Type: Collaboration

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



Community
Leaders


ACTION BUDGET:

$


Action Type: Wellness



Outside
Consultants



Teachers

Hire appropriate medical staff (0.5 FTE) to
counteract the negative effects of absenteeism on
learning and to ensure the health and well
-
being of
students.

Action Type: Wellness

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff

NSLA
(State
-
281)
-

Employee
Benefits:

$2750.00

NSLA
(State
-
281)
-

Employee
Salaries:

$11000.00


ACTION
BUDGET:

$13750


To comply with Act 201 of 2007, St. Paul High
School will continue its child health advisory
committee, will coordinate schoolwide efforts to
combat child obesity and related illness, and will
work to improve the health of the next generation
of Arkansans.

Action Type: Wellness

Daisy Dyer Duerr
-
Princi
pal

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


FORMATIVE ASSESSMENT: The school’s
Nutrition/Wellness committee will complete Modules
1, 2, 3, 4, and 8 of the School Health Index
(Middle/High School) to
assess and improve its
physical activity, healthy eating, tobacco
-
use
prevention, and safety policies and programs.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Wellness

S. Trinkle
-
Nutrition/Wellness
Coordinator

Start:
07/01/201
1

End:
06/30/2012



Administrative
Staff



District Staff



Teachers


ACTION BUDGET:

$


SUMMATIVE ASSESSMENT: Students in grades 8
and 10 will have their height and weight assessed
to calculate their Body Mass Index.

Action Type: Collaboration

Action Type:
Wellness

S. Trinkle
-
Nutrition/Wellness
Coordinator

Start:
07/01/2011

End:
06/30/2012



Administrative
Staff



District Staff


ACTION BUDGET:

$


PROGRAM EVALUATION: At the conclusion of the
2010
-
2011 school year we evaluated this
Intervention/Program through: School Health Index
S. Trinkle
-
Nutrition/Wellness
Committee
Start:
07/01/2011

End:


Administrative
Staff


ACTION BUDGET:

$


Modules 1, 2, 3, 4, and 8; BMI results
(unavailable), and APNA Survey results for 8th,
10th and 12th grade students (dist
rict) and
determined that each was effective in support of
our Curriculum, Instruction, Assessment and
Professional Development. We believe the evidence
shows that it is valuable in terms of supporting our
efforts to increase student achievement.
EVALUATIO
N RESULTS: It was impossible to
measure an increase or decrease in males of
females in 8th and 10th grades in the
Overweight/Obese category due to the low number
of students assessed in either the 2009
-
2010 or the
2010
-
2011 school years. Based on previous
results
from the BMI assessment, we determined that the
interventions were successful. The middle/high
schools increased their scores on Module 3 of the
School Health Index (Middle/High) by 2%; scores
decreased on Module 1 by 8%, Module 2 by 4%,
Module 4 b
y 19%, and Module 8 by 56%. Due to
the low numbers of students completing the APNA
survey, results for St. Paul High School were
unavailable. District results were reviewed and
show decreases in lifetime use of cigarettes,
chewing tobacco, and alcohol. Dur
ing the 2011
-
2012 school year, we plan to use the following
protocols in evaluating, and adjusting, the
programs, processes, and activities that make up
the action descriptions within this
intervention/program: School Health Index Modules
1, 2, 3, 4, and 8
, BMI results in 8th and 10th
grades, and APNA Survey Results in 8th, 10th and
12th grades. We will use this data/information to
determine whether the objectives of this
Intervention/Program were achieved and whether it
has been successful in attaining the

anticipated
participant outcome, objectives. We will report the
results, in our 2012
-
2013 ACSIP Plan, and use
those evaluation results in making decisions that
impact our future instructional program.

Action Type: Program Evaluation

Action Type: Wellness

Chairperson

06/30/2012

COMPREHENSIVE NEEDS ASSESSMENT: We
continued annual meetings of the
Nutrition/Wellness Committee and analyzed BMI
results from

the 2010
-
2011 school year for 10th
grade students, ompleted Modules 1, 2, 3, 4, and 8
of the School Health Index (Middle/High), and
reviewed APNA results for 12th grade students. BMI
data was analyzed by Gender. We conducted data
analysis to determine our

main areas of weakness.
In addition, we studied the three most recent years
of BMI screening, School Health Index
(Middle/High), and APNA results across grade levels
in our building. This trend data was examined to
better identify the specific nutrition/w
ellness needs
of males and females in our building as well as
tobacco and alcohol use. We examined our
routines, customs, and norms in order to dig
deeper for the root cause of why more students are
not achieving to their full potential. Our 2011
Supportin
g Data Statements show the
discrepancies in BMI assessments between Males
and Females. We are modifying our
Nutrition/Wellness practices to better meet the
needs of all populations. Based on our Data
Analysis, we concluded that the following area
reflects
our greatest need within the Wellness
Priority: BMI and APNA results were unavailable.
We will select Interventions to address this area. In
addition, the Nutrition/Wellness committee will
meet annually to review formative, "real time"
performance data for

the purpose of making
decisions regaring the direction and focus of
Classroom Instruction. Progress will be charted in a
database from year to year.

Action Type: Parental Engagement

Action Type: Professional Development

Action Type: Wellness

S. Trinkle
-
Nu
trition/Wellness
Chairperson

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


The committee will encourage fundraising efforts
that are not contradictory to healthy eating habits.

Action Type: Wellness

Daisy Dyer Duerr
-
Principal

Start:
07/01/2011

End:
06/30/2012



District Staff


ACTION BUDGET:

$


Implement a program to increase awareness of
A. Cline
-
School
Start:


District
Staff


alcohol abuse.

Action Type: Parental Engagement

Action Type: Wellness

Nurse

07/01/2011

End:
06/30/2012



Outside
Consultants

ACTION BUDGET:

$


Materials for use by the nurse will be purchased to
aid with the health and well
-
being of students.
Materials will include nursing supplies as well as
teaching aides to be used to foster healthy habits
and
lifestyles.

Action Type: Wellness

Abby Cline

Start:
07/01/2011

End:
06/30/2012


NSLA (State
-
281)
-

Materials &
Supplies:

$750.00


ACTION
BUDGET:

$750


Total Budget:

$14500


Priority 4:

St. Paul High School will strive to strengthen LEP student
achievement in the areas of literacy,math, and English language
learning

Supporting Data:

1.

Limited English Proficient (LEP): Grade 7, 8, 11 Literacy End of Course Exam: In 2011, 2010, and 2009 there were
fewer than 10 LEP students in our school.

2.

Limited En
glish Proficient (LEP): Grade 7, 8, 11 Math End of Course Exams: In 2011,2010,and 2009 there were
fewer than 10 LEP students in our school.

3.

ELDA DATA: Students scoring level 5 in all areas of English acquistion Grades 7
-
12: 0% scored 5 in all areas In
2011
, 2010, and 2009 there were fewer than 10 LEP students in our school.

4.

EXIT DATA: Students meeting Department of Education Exit Criteria Grades 7
-
12: 0% met exit criteria In
2011,2010, and 2009 there were fewer than 10 LEP students in our school.

Goal

To u
tilize ELL and Title III funds so that all ELL students will learn grade level content and gain proficiency in the English
language, with an emphasis in the area of writing.

Benchmark

Although each Subpop MET the 2011 AYP target of 67.75% scoring
Proficient/Advanced, there were fewer than 10 LEP
students tested in this school. It is expected the ELL population will meet, or exceed, the 2012 AYP Target of 75.81% scoring

Proficient/Advanced, or make AYP through either the “Safe Harbor” or “Growth” mo
dels.

Intervention: To participate in the district's K
-
12 ELL plan, based on scientifically based research, that will promote English language learning
while focusing on academic vocabulary development and supporting content teachers in their mission to m
eet the needs of diverse learners.

Scientific Based Research: English Language Learners. What Works Clearinghouse Topic Report, July 2007. Boyson, Beverly; Colt
rane,
Bronwyn; Short, Deborah. (2003). Proceedings of the First National Conference of Educato
rs of Newcomers Students. Washington, D.C.:
Center for Applied Linguistics. August, D.; Alvares, L. (1995). Attributes of Effective Programs and Classrooms Serving Engli
sh Language
Learners. Tampa, FL: Region XIV Comprehensive Center. Edwards, B. & Fitzpat
rick, K. (2002). Program evaluation: English as a Second
Language. Schaumburg, IL: National study of School Evaluation. Latina, K. & Swedlow, J., eds. (2003). Claiming Opportunities:

A handbook
for improving education for English language learners through
comprehensive school reform. Providence, RI: Brown University. Center for
Applied Linguistics. (2004). CAL Digest Series 1: Complete CAL Digests. Washington, DC: CAL. Echevarria, Jana; Vogt, Mary Ell
en; Short,
Deborah. Pearson. (2007). Making Content Compr
ehensible for English Learners3rd Edition: The SIOP Model Echevarria, Jana; Vogt, Mary
Ellen. Pearson. (2007). 99 Ideas and Activities for Teaching English Learners with the SIOP Model

Actions

Person
Responsible

Timeline

Resources

Source of Funds

ELL student needs will be addressed through inclusive and
pull out services that focus on strengthening the areas of
reading, writing, listening, and speaking.

Action Type: Alignment

Daisy Dyer
Duerr, Tammi
Davis

Start:
07/01/2011

End:
06/30/2012



Administ
rative Staff



District Staff



Teachers


ACTION BUDGET:

$


COLLABORATION: Annual reviews will be conducted by ESOL
staff, classroom teachers, counselors,and other personnel on
all ELL students to measure yearly progress. Student data,
including benchmark
scores, ELDA results, Exit data, and
classroom performance will be reviewed and analyzed by the
Language Proficiency Assessment Committee.

Action Type: Collaboration

Action Type: Parental Engagement

Action Type: Program Evaluation

Tammi Davis

Start:
07/01/
2011

End:
06/30/2012



ACTION BUDGET:

$


Materials and supplies will be purchased with Title III funds
that will improve ELL student achievement in both literacy,
math, and English language acquisition.

Action Type: Alignment

Tammi Davis,
Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers



Teaching Aids

Title III
-

Materials &
Supplies:

$500.00


ACTION
BUDGET:

$500


The Language Placement Assessment Committee (LPAC),
consisting of ESOL staff, classroom
teachers, counselor,and
other personnel, will meet to discuss placement of the LEP
student in the English for Speakers of Other Languages
program. The committee will determine a language level of
proficiency based on the Language Assessment Scale,
teacher
observations, and classroom performance.

Action Type: Collaboration

Tammi Davis,
Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Teachers


ACTION BUDGET:

$


Identification: LEP students will be identified using
the home
language survey. When a language other than English is
indicated on the survey, the student will be screened using
the Language Assessment Scale.

Action Type: Equity

Tammi Davis

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


PROFESSIONAL DEVELOPMENT: Professional development
training, based on scientifically based research, will be made
available to teachers, administrators, and other personnel to
Tammi Davis

Start:
07/01/2011

End:


Administrative Staff


ACTION BUDGET:

$


address the needs of the ELL population. ELL teaching
strategies and methods, such as group centers, vocabulary
building, and translation services will be used to improve
instruction and increase student achievement in the areas of
math, literacy, and pare
nt involvement. Training will be
provided that will increase knowledge and understanding of
cultural differences that are related to the ELL students.

Action Type: Professional Development

06/30/2012



District Staff

COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP
Leadership Teams and analyzed the test scores from the
2011 administration of the 7th
-
12th grade Augmented
Benchmarks,Annual Measureable Achievement
Outcomes,ELDA data,
and Exit reports. We examined the
results from both the combined population and EACH
subpopulation. We conducted data analysis to determine our
main areas of weakness. In addition, we studied the three
most recent years of attendance and graduation rates,
disciplinary, formative and summative achievement data
across grade levels within the district. We aggregated and
desaggregated all the data for the purpose of establishing
student learning and behavioral goals. We looked at our
trend data in order to bett
er identify the specific areas of
need and help align classroom instruction with our
curriculum, assessment, and professional development. We
examined our routines, customs, and norms in order to dig
deeper for the root cause why more of our students are n
ot
achieving to their full potential. We are modifying our
curriculum, instruction, assessment and professional
development practices to better meet the needs of all our
populations. Based on our data analysis we came to the
conclusion that the following a
reas reflect our greatest need
within the use of state and federal funds priority: English
Language Acquisition of LEP Students (As evidenced by the
2011 Arkansas Adequate Yearly Progress: District
Improvement Report
-

3 year 2009
-
2011.) We will select
int
erventions and coordinate our various state and federal
funding sources to address these areas.

Action Type: Collaboration

Tammi Davis,
Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff



Performance
Assessments



Teachers


ACTION BUDGET:

$


PARENTAL INVOLVEMENT: Oral and written translations of
essential information will be provided to ELL families and
students using available resources. Additionally, parents and
students will be trained together on academic programs and
Tammi Davis,
Daisy Dyer
Duerr

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District

Staff


ACTION BUDGET:

$


educational opportuni
ties. Parents will be trained on how to
assist their children in learning English in core academic
subjects. Parents will be informed of how a child is identified
for participation in language instruction, no later than 30
days after the beginning of the s
chool year. Parents will be
informed about the reasons for identification, levels of
proficiency, and methods of instruction. Parents will be
instructed on the method of instruction that will be used,
how the program will help the child learn English, and
exit
requirements. Parents will be notified periodically during
parent/teacher conferences, annual reviews, and other
parent meetings. Oral and written translations of essential
information will be provided to LEP families using available
resources. Additi
onally, parents and students will be trained
together to discourage school drop
-
out and promote college
-
track academic programs.

Action Type: Parental Engagement

PROGRAM EVALUATION: At the conclusion of the 2010
-
2011
school year we evaluated this program through ELDA and
determined that it was effective in support of our Curriculum,
Instruction, Assessment, and Professional
Development.
EVALUATION RESULTS: 0% scored level 5, however ELL
student progress was evident. We believe the evidence
shows that it is valuable in terms of supporting our efforts to
increase student achievement. During the 2011
-
2012 school
year, we plan to

use the following protocol in evaluating, and
adjusting, the programs, processes, and activities that make
up the action descriptions within this intervention/program:
We will desegregate testing data from the ELDA assessments
and analyze ELL parent invol
vement to evaluate student
achievement. We will use the testing data and other
information to determine whether the objectives are being
achieved and whether the program is successful in attaining
ELL student outcomes. We will report the results in our
201
1
-
2012 ACSIP plan, and use those evaluation results in
making decisions that impact our future program.

Action Type: Program Evaluation

Tammi Davis

Start:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff


ACTION BUDGET:

$


This school will ensure that new language minority students
are assessed with an ENglish proficiency test within 30 days
of enrollment at the beginning of school, or within 20 days if
enrollment is later in the school year.

Tammi Davis,
Daisy Dyer
Duerr

S
tart:
07/01/2011

End:
06/30/2012



Administrative Staff



District Staff


ACTION BUDGET:

$


Total Budget:

$500





Planning Team

Classification

Name

Position

Committee

Classroom Teacher

Brenda Foster

Committee Member

Math Committee

Classroom Teacher

Dora Rogers

Social Studies Teacher

Literacy Committee

Classroom Teacher

Gary Whittmore

Special Education

Math Committee

Classroom Teacher

Grant Myrick

Athletics/PE

Literacy Committee

Classroom Teacher

Jackie Kirbo

Athletics/PE/Health

Literacy Committee

Classroom Teacher

Janelle Riddle

Committee member

Literacy

Classroom Teacher

John Heavner

Music Teacher

Math Committee

Classroom Teacher

Karen Lisle

Science Teacher

Math Committee

Classroom Teacher

Kenena Pelfrey

Literacy Teacher

Leadership Committee,
Literacy Committee

Classroom Teacher

Lendy Eaton

Math Teacher

Leadership Committee, Math Committee

Classroom Teacher

Sabra Provence

Business Teacher

Literacy Committee

Classroom Teacher

Sheila Reynolds

FCS

Literacy Committee

Classroom Teacher

Sherry
Kavian

Art Teacher

Literacy Committee, Parental Involvement

Classroom Teacher

Susan Hillyer

Teacher

Math Committee

Classroom Teacher

Susan McDonald

Agri Teacher

Math Committee

District
-
Level Professional

Sheila Trinkle

Committee Member

Leadership
Committee

District
-
Level Professional

Tammi Davis

ESOL/Testing

Leadership

Non
-
Classroom Professional Staff

Cindy Thornberry

Paraprofessional

Parental Involvement

Non
-
Classroom Professional Staff

Murry Massey

Counselor

Math Committee

Parent

Charlotte
Haire

Parent

Parental Involvement

Parent

Davina Boyd

Parent

Parental Involvement

Principal

Daisy Dyer Duerr

Committee Member

Leadership Committee