ACSIP

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School Plan

Print=20 Version

NORTH PULASKI HIGH SCHOOL

Arkansas Comprehensive School Improvement Plan

2009-2010

Approved:

North Pulaski High School is committed to=20 provide an environment where all students have an=20 opportunity to improve their literacy, math, technical= and=20 life skills, which lead to success.

Grade Span: 9-12

Title I: Not Applicable

School Improvement: SI_6=20

Table of Contents

Priority 1:=20 Mathematics
    Goal: To i= mprove=20 performance of students in the areas of math=20 procedures/computation and problem solving skills focusi= ng on=20 the following strands: Algebra I-Linear Functions(MC) an= d all=20 strands in open response; Geometry-Triangles and Coordin= ate=20 Geometry and Transformations (MC) and all strands in ope= n=20 response.
Priority 2:=20 Literacy
    Goal: To impr= ove=20 performance of students in the area of literacy targetin= g=20 reading comprehension, vocabulary, the writing process, = and=20 writing conventions in the Content and practical passage= =20 strand for multiple questions and all strands in open=20 response.
Priority 3: School=20 Climate
    Goal: Our goal= is to=20 reduce rule one referrals, suspensions and expulsions=20 school-wide and to provide students with a safe and orde= rly=20 learning environment.
Priority 4:=20 Wellness
    Goal: The wel= lness=20 program will focus on emphasizing to students the import= ance=20 of a healthy life style and educating them on the proper= way=20 to achieve a healthy body. School PE/Health classes will= =20 create a healthy school environment that supports consis= tent=20 health and physical activity messages to students and=20 community.
Priority 5: Scholastic=20 Audit
    Goal: School=20 administration and the Leadership Team should promote hi= gh=20 expectations for all students by providing professional= =20 development to assist teachers in understanding their=20 professional role, their responsibility for student succ= ess or=20 failure and positive classroom management/discipline tec= niques=20 to promote a nurturing learning environment.
Prior= ity=20 6: English Language=20 Learners
    Goal: Two per= cent=20 of students who are included in the ESL subpopulation wi= ll be=20 dismissed from the ESL program annually due to achieving= =20 district exit criteria.
Priority 7:=20 Restructuring
    Goal: To= reach=20 AYP in combined and all subpopulations set by the state = of=20 Arkansas and to increase student achievement for all=20 students.

Priority 1:

Improve Mathematic Skills

Supporting Data:

Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in combined= =20 population to be:
1. For algebra-in the area= of=20 multiple choice the weakest area is linear funct= ions=20 and in the area of open response all areas are w= eak.=20
2. For geometry-in the area of multiple choi= ce the=20 weakest areas are triangles and coordinate geome= try=20 and transformations and in the area of open resp= onse=20 triangles, measurement, relationship between two= - and=20 three-dimensions, and coordinate geometry and=20 transformations.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Caucasian= =20 population to be:
1. For algebra-in the area= of=20 multiple choice the weakest area is linear funct= ions=20 and in the area of open response all areas are w= eak.=20
2. For geometry-in the area of multiple choi= ce the=20 weakest areas are triangles, measurement, relati= onship=20 between two- and three-dimensions, and coordinat= e=20 geometry and transformations and in the area of = open=20 response triangles, measurement, relationship be= tween=20 two- and three-dimensions, and coordinate geomet= ry and=20 transformations.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in=20 African-American population to be:
1. For=20 algebra-in the area of multiple choice the weake= st=20 area is linear functions and solving equations a= nd=20 inequalities and in the area of open response al= l=20 areas are weak.
2. For geometry-in the area = of=20 multiple choice the weakest areas are triangles = and=20 measurement and in the area of open response=20 triangles, measurement, relationship between two= - and=20 three-dimensions, and coordinate geometry and=20 transformations.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Hispanic= =20 population to be:
1. For algebra-in the area= of=20 multiple choice the weakest area is language of= =20 algebra, solving equations and inequalities, and= =20 linear functions and in the area of open respons= e all=20 areas are weak.
2. For geometry-in the area = of=20 multiple choice the weakest areas are coordinate= =20 geometry and transformations and in the area of = open=20 response triangles, measurement, relationship be= tween=20 two- and three-dimensions, and coordinate geomet= ry and=20 transformations.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Economica= lly=20 Disadvantaged population to be:
1. For algeb= ra-in=20 the area of multiple choice the weakest area is = linear=20 functions and solving equations and inequalities= and=20 in the area of open response all areas are weak.= =20
2. For geometry-in the area of multiple choi= ce the=20 weakest areas are coordinate geometry and=20 transformations and in the area of open response= =20 triangles, measurement, relationship between two= - and=20 three-dimensions, and coordinate geometry and=20 transformations.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in LEP popul= ation=20 to be:
1. For algebra-NA
2. For geometry= -NA.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Students = with=20 Disabilities population to be:
1. For algebr= a-in=20 the area of multiple choice the weakest area is = linear=20 functions and solving equations and inequalities= and=20 in the area of open response all areas are weak.= =20
2. For geometry-in the area of multiple choi= ce the=20 weakest areas are triangles, measurement, relati= onship=20 between two- and three-dimensions, and coordinat= e=20 geometry and transformations and in the area of = open=20 response all areas are weak.

Goal

To improve performance of students in the areas = of=20 math procedures/computation and problem solving sk= ills=20 focusing on the following strands: Algebra I-Linea= r=20 Functions(MC) and all strands in open response;=20 Geometry-Triangles and Coordinate Geometry and=20 Transformations (MC) and all strands in open=20 response.

Benchmark

At the end of the 2008-09 school year, 48.3% of = our=20 combined population was proficient or above in mat= h. At=20 the end of the 2009-10 school year, 64.6%(AYP Char= t or=20 growth mark ) will score proficient or above. Annu= ally=20 we will improve by 10.34%.
At the end of the 20= 08-09=20 school year, 59.9% of our Caucasian population was= =20 proficient or above in math. At the end of the 200= 9-10=20 school year, 64.6%( (AYP Chart or growth mark ) wi= ll=20 score proficient or above. Annually we will improv= e by=20 8.02%.
At the end of the 2008-09 school year, 3= 1.8%=20 of our African-American population was proficient = or=20 above in math. At the end of the 2009-10 school ye= ar,=20 64.6% (AYP Chart or growth mark ) will score profi= cient=20 or above. Annually we will improve by 13.64%.
A= t the=20 end of the 2008-09 school year, 37.5% of our Hispa= nic=20 population was proficient or above in math. At the= end=20 of the 2009-10 school year, 64.6% (AYP Chart or gr= owth=20 mark ) will score proficient or above. Annually we= will=20 improve by 12.5%.
At the end of the 2008-09 sch= ool=20 year, 43.8% of our Economically Disadvantaged popu= lation=20 was proficient or above in math. At the end of the= =20 2009-10 school year, 64.6% (AYP Chart or growth ma= rk )=20 will score proficient or above. Annually we will i= mprove=20 by 11.24%.
At the end of the 2008-09 school yea= r,=20 100% of our LEP population was proficient or above= in=20 math. At the end of the 2009-10 school year, 64.6%= (AYP=20 Chart or growth mark ) will score proficient or ab= ove.=20 Annually we will improve by 0%.
At the end of t= he=20 2008-09 school year, 33.3% of our Students with=20 Disabilities population was proficient or above in= math.=20 At the end of the 2009-10 school year, 64.6% (AYP = Chart=20 or growth mark ) will score proficient or above.=20 Annually we will improve by 13.34%.

Intervention: Comprehensive=20 Standards-Based Core Curriculum

Scientific Based Research: 1)=20 "The Art and Science of Teaching" by Robert = J.=20 Marzano, 2007.
2) "Classroom Instruction= That=20 Works", Marzono, Pickering, and Pollock, 200= 1.=20
3) "Content-Focused Coaching", Lucy West= &=20 Fritz Staub, 2003.
4) "Collaboration Ski= lls",=20 National Staff Development Council, 2008,=20 http://www.nsdc.org/standars/collaborationsk= ills.cfm=20 (Sept. 2008).
5) "A Simple Curriculum=20 Alignment Activity", Howard Johnson, www.NEA= .org,=20 (Sept. 2008)
6) "Strategies for Expandin= g=20 Access to AP", 2002, College Board Entrance= =20 Examination Board, (Sept. 2008)
7) "Pare= nt=20 Involement" and "School-Home Partnerships", = Dr.=20 Karen Walker, (Sept. 2008 Principals Partner= ship)=20
8) "Teacher Collaboration and Ambitous=20 Teaching: Reflections on What Matters", Ilan= Horn,=20 University of Washington, New Horizons for=20 Learning, April-2006,=20 http://www.newhorizons.org/spneeds/inclusion= /staff/horn.htm=20 (Sept-2008) 9) "Walkthroughs", Dr. Karen Wal= ker,=20 2006, (Sept. 2008, Principals partnership) <= BR>10)=20 "Using Student Data", Mike Muir, 2006 (Sept.= 2008=20 Principals Partnership)
11) "Professiona= l=20 Learning Communitees, Leadership, and Studen= t=20 Learning", Thompsom, S. C., Gregg, L., &= =20 Niska, J. M., 2004,=20 http://www.nmsa.org/Publications/RMLEOnline/= tabid/101/Default.aspx,=20 (Sept. 2008)
12) "Instructional Coaches",= Dr.=20 Karen Walker, 2006, (Sept. 2008 Principals=20 Partnership)
13) Interdisciplinary Teami= ng at=20 the High School Level", Sheyra Desai, 2007, = (Sept.=20 2008 Principals Partnership)
14) "Teamin= g and=20 Achievement", Mike Muir, 2003, (Sept. 2008=20 Principals Partnership)

Actions

Person Responsible

Timeline

Resources

Source of Funds

Science - Biology, Chemistry, Physics, and= =20 Physical Science use Alegebraic skills to=20 calculate formulas for motion, electricity, = and=20 vectors. Biology teachers use Algebraic skil= l to=20 calculate percentages in formulas for areas = such=20 as population dynamics which are aligned to = the=20 Arkansas math frameworks.
Action Type:=20 Alignment

Science Department

Start: 08/18/2009
End: 05/29/2010

Teachers
Teaching Aids

ACTION BUDGET:

Fine Arts - In order to provide students w= ith=20 real world problems, Music, Stagecraft and A= rt=20 teachers will work in Professional Learning= =20 Communities and departmental meetings to pro= vide=20 students with problems involving the use of= =20 fractions to determine the value of notes, u= se of=20 percentages and angles for building skills; = and=20 use of measurement for all projects such as= =20 scaling, shrinking, or enlarging.
Action = Type:=20 Collaboration

Fine Arts Department

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

Math - Math teachers will provide students= =20 with real world problems that use formulas. = The=20 problems will be aligned with the Arkansas=20 Benchmarks, PCSSD pacing guide, the Benchmar= k End=20 of Course question format throught the=20 Professional Learning Communities, Freshman= =20 Academy teams and departmental meetings.
= Action=20 Type: Alignment
Action Type:=20 Collaboration

Math Department

Start: 08/18/2010
End: 05/29/2010

Central Office
Community Leaders
District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Career & Technical Education teachers = will=20 work in Proffesional Learning Communities an= d=20 departmental meetings to provide students wi= th=20 real world problems, aligned to the state=20 standards, using formulas to determine car=20 financing, budgets, cloth measurement, ingre= dient=20 measurement for recipes, and angles and slop= es for=20 various drafting projects.
Action Type:=20 Collaboration

Career & Technical Department

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

Teachers,including special education,=20 inclusion, pre-AP and AP, will use Professio= nal=20 Learning Communities time to find real world= =20 situations that use math formulas and patter= ns.=20 This material will be infused into the curri= culum=20 of various subjects to aid all students, inc= luding=20 subpopulations, in their learning.
Action= Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Special Education

Principal

Start: 08/18/2009
End: 05/29/2010

Teachers
Teaching Aids

ACTION BUDGET:

Science teachers will work together during= =20 Professional Learning Communities and depart= mental=20 meetings to design laboratory activities, fo= r all=20 science courses, that will allow all student= s to=20 create and interpret graphs. Science teacher= s will=20 us actual equipment when doing any measureme= nts or=20 data collection, for example thermometers, s= cales,=20 etc.
Action Type: Collaboration
Action= Type:=20 Technology Inclusion

Science Department

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

Social Studies and English - Teachers will= use=20 graphs from textbooks or other sources to=20 reinforce graphing and the reading of graphs= . They=20 will also use timelines to chart information= and=20 graphs; as well as use charts to compare suc= h=20 things as population.

Social Studies & English Departments

Start: 08/18/2009
End: 05/29/2010

Teachers
Teaching Aids

ACTION BUDGET:

All teachers, including special education,= =20 inclusion, pre-AP and AP teachers, will=20 collabotate through Professional Learning=20 Communities to find materials on graphs to b= e used=20 in their specific area of expertise.
Acti= on=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Special Education
=

Department Chairs

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

All math teachers will utilize the PCSSD=20 Pacing Guides that are aligned with state=20 standards and benchmarks.
Action Type:=20 Alignment

Math Department Chair

Start: 08/18/2009
End: 05/29/2010

Central Office
District Staff
Teachers
Teaching Aids

ACTION BUDGET:

Teachers, including special education and= =20 pre-AP and AP teachers, will apply curriculu= m and=20 assess students using multiple choice and op= en=20 response components that align to Arkansas=20 Frameworks to aid all students, including=20 subpopulations.
Action Type:=20 Alignment
Action Type: Equity
Action T= ype:=20 Special Education

Principal

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

Math teachers, including special education= and=20 pre-AP and AP teachers, will use Benchmark a= nd End=20 of Course released items and The Learning=20 Institute items, which are aligned with PCSS= D=20 curriculum and Arkansas frameworks. These wi= ll=20 include open response items from previous ye= ars'=20 exams, as examples or as practice items.
= Action=20 Type: Alignment
Action Type: Special=20 Education

Math Department

Start: 08/18/2009
End: 05/29/2010

Performance Assessments
Teachers

ACTION BUDGET:

Health - In order to provide students with= =20 real world math problem solving health teach= ers=20 will provide student with problems using mat= h to=20 calculate daily caloric intake, percentage o= f fat,=20 protein, and carbohydrates and to calculate = cost=20 analysis of smoking, drinking, and doing=20 drugs.

Health Department

Start: 08/18/2009
End: 05/29/2010

None

ACTION BUDGET:

North Pulaski will implement the following= =20 parental involvment engagements required by = ACT=20 307 of 2007 (amended ACT 603 of 2003), ACT 3= 97 of=20 2009 and any supplemental funded=20 activities:
(A) Informational Packets (fo= rmerly=20 Family Kits);
(B) Parent Involvment Meeti= ngs=20 (formerly Parents Make a Difference=20 evenings);
(C) Volunteer Resource Book;(D)=20 School's process for resolving parental conc= erns=20 in handbook;
(E)Seminars to inform the pa= rents=20 of high school students about how to be invo= lved=20 in decisions;
(F) Enable formulation of=20 PTA/PTO;
(G) Parent facilitator (certifie= d=20 teacher);
(H) Two Parent/Teacher conferen= ces=20 are still required;
(I) Provide instructi= on to=20 a parent on how to incorporate developmental= ly=20 appropriate learning activities in the home= =20 environment;
(J) Engage in other activiti= es=20 determined by the school to help a parent as= sist=20 in his or her child's learning.
Our paren= t=20 facilitator is Chris Jones.
Action Type:= =20 Parental Engagement

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Central Office
Community Leaders
District Staff
Outside Consultants
Teachers

ACTION BUDGET:

Math teachers will continue to work togeth= er=20 in Professional Learning Communities and=20 Departmental Meetings in order to align thei= r=20 curriculum with the Arkansas Frameworks, and= PCSSD=20 pacing guide. Assessments will be aligned to= the=20 Benchmark Format and End of Course Exam.=20
Action Type: Alignment
Action Type:=20 Collaboration

Math Department

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

The intervention coach will mentor, model= =20 lessons, and provide resources to classroom= =20 teachers on effective instructional strategi= es,=20 differentiated instruction, how to use and a= nalyze=20 formative and summative assessments to drive= =20 instruction.
Action Type:=20 Collaboration
Action Type: Professional=20 Development

Math Instructional Facilitator

Start: 08/05/2009
End: 06/05/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Evaluate plan and strategies: The staff wi= ll=20 review and revise the ACSIP biannually to=20 determine if desired instructional strategie= s are=20 clearly defined and are being met. The 08-09= data=20 results showed that the teachers are working= more=20 collaboratively and are incorporating more=20 differentiated teaching strategies.
Actio= n=20 Type: Collaboration
Action Type: Program= =20 Evaluation

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

Teachers will work in Professional Learnin= g=20 Communitees (PLC's), each week to discuss=20 strategies and programs to improve classroom= =20 instruction.
Action Type: Collaboration

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

All math teachers including special educat= ion=20 coteachers and PAP/AP teachers will illustra= te the=20 use of a rubric, then allow students to use = a=20 rubric to grade their work. Teachers will po= st=20 rubrics in their classrooms. The purpose of = this=20 is to allow teachers to evaluate the effecti= veness=20 of instruction for all students including ou= r=20 subpopulations.
Action Type: ADE Scholast= ic=20 Audit
Action Type: Collaboration
Actio= n=20 Type: Equity
Action Type: Special=20 Education

Math Dept. Chair

Start: 07/01/2009
End: 06/30/2012

Central Office


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Inclusion of=20 Supplemental Programs and Activities

Actions

Person Responsible

Timeline

Resources

Source of Funds

All math teachers including special educat= ion,=20 inclusion, pre-AP and AP, will receive=20 professional development in analyzing test d= ata to=20 find areas of student weaknesses of specific= =20 strands on the End of Course Algebra and Geo= metry=20 Exams. Using the data to drive instruction,= =20 teachers will strive to increase student=20 performance.
Action Type: Equity
Acti= on=20 Type: Professional Development
Action Typ= e:=20 Special Education

Math Intervention Coach/Administration/Mat= h=20 Teachers

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Central Office
District Staff
Outside Consultants
Performance Assessments
Teachers

$700

PD (State-223) - Purchased Services:	$540.00
NSLA (State-281) - Purchased Services:=	$160.00

ACTION BUDGET:

In order to support teachers of all=20 disciplines, including special education,=20 inclusion, pre-AP and AP, in addressing the= =20 learning styles of all students, including s= pecial=20 education, inclusion, pre-AP and AP, documen= t=20 cameras, interwrite pads, projectors, TV's,= =20 similar technology and replacement parts wil= l be=20 purchased for classroom use. Included in thi= s=20 action is any professional development that = is=20 offered through the Instructional Technology= =20 Department.
Action Type: Technology=20 Inclusion

Principal

Start: 08/18/2009
End: 05/29/2010

Central Office
Computers
District Staff
Teaching Aids

$12502.22

NSLA (State-281) - Materials &=20 Supplies:

$12502.22

ACTION BUDGET:

In order to give all students an opportuni= ty=20 to better understand and visualize types,=20 families, graphs and behavior of functions,= =20 statistical terms and analysis and other mat= h=20 concepts, classroom sets of TI-84 calculator= s=20 including instructors overhead projectors an= d LCD=20 panels or TI presenters for TV's or projecto= r's,=20 data collection and storage.
Action Type= :=20 Equity
Action Type: Technology Inclusion<= BR>

Math Instructional Facilitator

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Computers
District Staff
Outside Consultants
Teachers
Teaching Aids

$3883.19

NSLA (State-281) - Materials &=20 Supplies:

$3883.19

ACTION BUDGET:

The Counselor of Assessment will provide=20 consistent and coordinated testing of all st= udents=20 as required by State and District mandate. C= ollect=20 pertinent data and prepare reports as requir= ed by=20 state, coordinate and provide training for=20 teachers and provide test-related data to si= te and=20 district administration as needed. The Couns= elor=20 of Assessment will also work with identified= =20 students at risk of school failure, includin= g=20 special education and inclusion. The=20 administration will, with the use of NSLA fu= nds,=20 provide the equipment and supplies needed to= =20 assist this position.
Action Type:=20 Equity

Pricinpal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Central Office
Computers
District Staff
Teaching Aids

$150

NSLA (State-281) - Purchased Services:=	$150.00

ACTION BUDGET:

In order to evaluate the educational proce= ss=20 for all teachers, including special educatio= n,=20 inclusion, Pre-AP and AP, the eight departme= nt=20 chairs and the rest of the Leadership Team w= ill be=20 asked to come back to school on the 5th and = 6th of=20 August to analyze data to find areas of weak= nesses=20 in specific strands on the EOC exams. Any ne= eded=20 supplies and supplemental salaries will be=20 provided by NSLA funds.
Action Type:=20 Collaboration

Pricinpal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff
Teachers

$1200

NSLA (State-281) - Materials &=20 Supplies:	$600.00
NSLA (State-281) - Employee Benefits:<= /TD>	$200.00
NSLA (State-281) - Employee Salaries:<= /TD>	$400.00

ACTION BUDGET:

The Freshman Academy will provide mentorin= g,=20 guidance, and teaming to ease the transition= from=20 middle school to high school. In order to as= sist=20 the teachers, counselor and administrator on= fully=20 and successfully implementing the Freshman=20 Academy, professional development, conferenc= es,=20 teaming meetings and other educational mater= ial=20 will be provided to the team through the use= of=20 stimulus money.
Action Type:=20 Collaboration
Action Type: Professional=20 Development

Pricinpal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff
Outside Consultants
Teaching Aids

ACTION BUDGET:

The formative assessment will be given in = a=20 format as close to the EOC exam as possible.= To=20 accomplish this, rather than using a classro= om set=20 of tests, students will each be given a copy= of=20 the test that they may write on, as on the E= OC=20 exams, and scratch paper will not be=20 allowed.

principal

Start: 08/18/2009
End: 05/29/2010

Computers
Performance Assessments

<= /TD>

$250

NSLA (State-281) - Materials &=20 Supplies:	$250.00

ACTION BUDGET:

Intervention coaches will demonstrate the = use=20 of Benchmark, End of Course and The Learning= =20 Institute released items in any class or sub= ject=20 area that the teacher requests assistance an= d=20 assist with any supplies needed by the class= room=20 teacher that will aid in reaching the differ= ent=20 learning styles of the students in the=20 classroom.
Action Type: Collaboration
=

Intervention Coach

Start: 08/18/2009
End: 05/29/2010

Performance Assessments
Teachers
Teaching Aids

$500

NSLA (State-281) - Materials &=20 Supplies:	$500.00

ACTION BUDGET:

Supplemental materials aligned to the=20 frameworks will be purchased for point-in-ti= me=20 mathematics intervention.
Action Type:=20 Alignment

Principal

Start: 08/18/2009
End: 05/29/2010

Teaching Aids

$1000

NSLA (State-281) - Materials &=20 Supplies:	$1000.00

ACTION BUDGET:

In order to notify parents in a timely man= ner=20 of their child’s EOC results, the resu= lts will be=20 mailed to the parents address the last week = in=20 July or the first week of August.
Action = Type:=20 Parental Engagement

Principal

Start: 08/18/2009
End: 05/29/2010

None

$390

NSLA (State-281) - Materials &=20 Supplies:	$390.00

ACTION BUDGET:

Evaluate plan and strategies: The staff wi= ll=20 review and revise the ACSIP biannually to=20 determine if the desired instructional strat= egies=20 are clearly defined and are being met. The 0= 8-09=20 data results showed that the teachers are wo= rking=20 more collaboratively and are incorporating m= ore=20 differentiated teaching strategies.
Actio= n=20 Type: Collaboration
Action Type: Program= =20 Evaluation

Principal

Start: 08/18/2010
End: 05/29/2010

ACTION BUDGET:

Professional development in the areas of=20 differentiated instruction, professional lea= rning=20 communities, inclusion and lesson planning w= ill be=20 offered. Professional development will inclu= de,=20 but is not limited to, a book study using=20 Marzano’s Classroom Instruction That W= orks:=20 Research-Based Strategies for Increasing Stu= dent=20 Achievement will be consistently evident in= =20 questioning, activities. Assessment of=20 implementation will be conducted in classroo= m=20 walk-through, formal and informal observatio= ns.=20 Professional development, NSLA and Stimulus = funds=20 will be used to provide, but are not limited= to,=20 outside consultants, outside conferences,=20 substitutes, materials, and supplies.
Act= ion=20 Type: Collaboration
Action Type: Professi= onal=20 Development

Principal, ACSIP Chair

Start: 08/18/2009
End: 05/29/2010

Outside Consultants
Teachers
Teaching Aids

$3046.59

PD (State-223) - Purchased Services:

$782.00

NSLA (State-281) - Purchased Services:=

$2264.59

ACTION BUDGET:

In order to implement the researched-based= =20 strategies that will be implemented as a res= ult of=20 internal data analysis, NSLA funds will be u= sed to=20 supplement the purchase of disposable suppli= es,=20 such as chart paper, markers, highlighters, = index=20 cards, and so on.

Leadership Team

Start: 08/18/2009
End: 05/29/2010

Teaching Aids

$1200

NSLA (State-281) - Materials &=20 Supplies:	$1200.00

ACTION BUDGET:

The Freshmen Academy which was formed as a= =20 saftey net for the incoming 9th grade class = will=20 continue and grow professionally during the= =20 2009-2012 school years. The Freshmen Academy= =20 teachers will meet for a retreat prior to sc= hool=20 starting, for a workshop a nd planning sessi= on.=20 9th grade core teachers will have a common=20 planning period so they can meet to design=20 interdisciplinary units and discuss situatio= ns=20 involving the freshmen. The Freshmen Counsel= or=20 will work wiht freshmen and sophmore student= s. We=20 will provide agenda planners for freshmen=20 students.
Action Type: ADE Scholastic=20 Audit
Action Type: Collaboration
Actio= n=20 Type: Equity

Principal

Start: 07/01/2009
End: 06/30/2012

Administrative Staff
Teachers


ACTION BUDGET:	$
Total Budget:	$24822

Intervention: Closing the=20 Achievement Gap

Scientific Based Research: 1)=20 "Assessment for Closing the Achievement Gap"= , Mike=20 Muir, 2005, (Spet. 2008 Principals Partnersh= ip)=20
2) "C.A.R.E.: Strategies for Closing The= =20 Achievement Gaps", National Education Associ= ation,=20 3rd ed., 2007, (Sept 2008 NEA)
3) "Paren= t=20 Involvement", Dr. Karen Walker, 2007, (Sept.= 2008=20 Princiapls Partnership)

Actions

Person Responsible

Timeline

Resources

Source of Funds

National Honor Society will tutor students= in=20 math, focusing on the following subgroups:=20 African-American and economically disadvanta= ged=20 students.
Action Type: Equity

National Honor Society Sponsor

Start: 08/18/2009
End: 05/29/2010

School Library
Teachers
Teaching Aids

ACTION BUDGET:

A newsletter will be sent to parents that = will=20 include steps on how to improve student=20 performance on the SAT10 and ACTAAP. There w= ill be=20 updates from teachers on improving students'= =20 achievement including how to access EdLine t= o=20 check for student assignments and grades. A = night=20 will be scheduled for parents to be instruct= ed on=20 how to use edline.
Action Type: Parental= =20 Engagement

Assistant Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Community Leaders
District Staff
Teachers

ACTION BUDGET:

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

The JBHM Algebra I program will be used in= 9th=20 grade Algebra classes and labs. Each class w= ill=20 begin with a bellringer. The teaching model = will=20 follow the America's Choice model (opening,= =20 worktime, closing) to aid special education= =20 students and students from other subpopulati= ons in=20 achieving academic success. This curriculum = is=20 aligned with the state frameworks. Teachers = will=20 receive professional development.
Action = Type:=20 ADE Scholastic Audit
Action Type:=20 AIP/IRI
Action Type: Alignment
Action = Type:=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Professional Development

Algebra 1 Teachers

Start: 07/01/2009
End: 06/30/2012

Administrative Staff
District Staff
Outside Consultants
Performance Assessments
Teachers


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Support Through= =20 Focused Remediation

Scientific Based Research: 1)=20 "Collaboration Skills", National Staff Devel= opment=20 Council, 2008,=20 http://www.nsdc.org/standars/collaborationsk= ills.cfm=20 (Sept. 2008).
2) "Parent Involement" and= =20 "School-Home Partnerships", Dr. Karen Walker= ,=20 (Sept. 2008 Principals Partnership)
3) "= Math=20 Interventions", Mike Muir, 2005, (Sept. 2008= =20 Principals Partnerhsip)
4) "Remediation= =20 programs for students who do not pass exit e= xams",=20 Dr. Karen Walker, 2006 (Sept. 2008 Principal= s=20 Partnership)
5) "Cooperative Laerning Sk= ills",=20 Mike Muir, 2006, (Sept. 2008 Principals=20 Partnership)

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers, including special education and= =20 pre-AP and AP teachers, will work together t= o=20 design curriculum to include real world situ= ations=20 that use math formulas and patterns and asse= ss=20 students using multiple choice and open resp= onse=20 components as aligned to state curriculum an= d=20 frameworks and as addressed in the AIPs.
= Action=20 Type: AIP/IRI
Action Type:=20 Collaboration
Action Type: Special=20 Education

Math Teachers/Remediation Teachers

Start: 08/18/2009
End: 05/29/2010

Performance Assessments
Teachers

ACTION BUDGET:

The school day has been arranged with a 30= =20 minute intervention period attached to third= =20 period. The students will be engaged in a 25= book=20 campaign during this time. This time will al= so be=20 used to assist those students who were below= =20 proficiency on the EOC Geometry exams.
Ac= tion=20 Type: AIP/IRI
Action Type: Equity

Math Department Chair

Start: 08/18/2009
End: 05/29/2010

Computers
Outside Consultants
Performance Assessments
Teachers
Teaching Aids

ACTION BUDGET:

AIP Plans will be developed with parent,=20 teacher and counselor collaboration for stud= ents=20 scoring below proficient on the End of Cours= e=20 Exams and 8th grade Benchmark Exam. The plan= s will=20 be filed in a common place so teachers may h= ave=20 access to them for reviews and=20 modifications.
Action Type: AIP/IRI
Ac= tion=20 Type: Collaboration
Action Type: Parental= =20 Engagement

Teachers, counselors

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Teachers

ACTION BUDGET:

Evaluate plan and strategies: The staff wi= ll=20 review and revise the ACSIP biannually to=20 determine if the desired instructional strat= egies=20 are clearly defined and are being met. The 0= 8-09=20 data results showed that the teachers are wo= rking=20 more collaboratively and are incorporating m= ore=20 differentiated teaching strategies.
Acti= on=20 Type: Collaboration
Action Type: Program= =20 Evaluation

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

Algebra will be double blocked for those=20 students who are below proficient on the 8th= grade=20 benchmark in mathematics. The class will be = called=20 Algebra Lab and will be taught by certified = math=20 teachers.
Action Type: AIP/IRI
Action = Type:=20 Equity

Principal, Math Chair, Math Instructional= =20 Facilitator

Start: 08/18/2009
End: 05/29/2010

Computers
District Staff
Performance Assessments
Teachers
Teaching Aids

ACTION BUDGET:

Teachers will form PLC's to continue team= =20 building and use of best practices.
Actio= n=20 Type: ADE Scholastic Audit
Action Type:=20 Collaboration
Action Type: Professional=20 Development

Principal

Start: 07/01/2009
End: 06/30/2012

Teachers

ACTION BUDGET:

The addition of a Counselor of Assessment = will=20 assits in the closing achievement gap. She w= ill=20 work with student data, standardized testing= ,=20 targeted group counseling of students ad par= ents=20 to improve communications between the school= =20 parents.
Action Type: ADE Scholastic=20 Audit
Action Type: AIP/IRI
Action Type= :=20 Collaboration
Action Type: Equity
Acti= on=20 Type: Parental Engagement
Action Type:=20 Technology Inclusion

JoAnn Harris

Start: 07/01/2009
End: 06/30/2012

Computers


ACTION BUDGET:	$
Total Budget:

Priority 2:

Improve Literacy Skills

Supporting Data:

Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in combined= =20 population to be:
1. For reading -in the are= a of=20 multiple choice the weakest area is content and= =20 practical passages and in the area of open respo= nse=20 all areas are weak.
2. For writing –th= e area of=20 multiple choice is weak and in the area of open= =20 response content, style, sentence formation, usa= ge and=20 mechanics.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Caucasian= =20 population to be:
1. For reading -in the are= a of=20 multiple choice the weakest area is practical an= d in=20 the area of open response literary and content. =
2.=20 For writing - the area of multiple choice is wea= k and=20 in the area of open response content and style.= =20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in=20 African-American population to be:
1. For re= ading=20 -in the area of multiple choice the weakest area= is=20 literary and practical and in the area of open=20 response literary and practical.
2. For writ= ing -=20 the area of multiple choice is weak and in the a= rea of=20 open response content and style.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Hispanic= =20 population to be:
1. For reading -in the are= a of=20 multiple choice all areas are weak and in the ar= ea of=20 open response all areas are weak.
2. For wri= ting -=20 the area of multiple choice is weak and in the a= rea of=20 open response all areas are weak.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Economica= lly=20 Disadvantaged population to be:
1. For readi= ng -in=20 the area of multiple choice the weakest area is= =20 literary and content and in the area of open res= ponse=20 all areas are weak.
2. For writing - the are= a of=20 multiple choice is weak and in the area of open= =20 response all areas are weak.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in LEP popul= ation=20 to be:
1. For reading - in the area of multi= ple=20 choice the weakest area is content and in the ar= ea of=20 open response the weakest area is content.
2.= For=20 writing - the area of multiple choice is weak an= d in=20 the area of open response sentence formation, us= age,=20 and mechanics.=20
Based on a comprehensive needs assessment th= at=20 reflects an in-depth trend analysis of multiple = data=20 sources across multiple grade levels and content= areas=20 it was found that the areas of need in Students = with=20 Disabilities population to be:
1. For readin= g- in=20 the area of multiple choice all areas are weak a= nd in=20 the area of open response all areas are weak. 2.=20 For writing- the area of multiple choice is weak= and=20 in the area of open response the weakest area is= =20 content, sentence formation, usage, and mechanic= s.=20

Goal

To improve performance of students in the area o= f=20 literacy targeting reading comprehension, vocabula= ry,=20 the writing process, and writing conventions in th= e=20 Content and practical passage strand for multiple= =20 questions and all strands in open response.

Benchmark

At the end of the 2008-09 school year, 56.3% of = our=20 combined population was proficient or above in rea= ding.=20 At the end of the 2009-10 school year, 67.75%(AYP = Chart=20 or growth mark ) will score proficient or above.=20 Annually we will improve by 10.74%.
At the end = of the=20 2008-09 school year, 65.8% of our Caucasian popula= tion=20 was proficient or above in reading. At the end of = the=20 2009-10 school year, 67.75% (AYP Chart or growth m= ark )=20 will score proficient or above. Annually we will i= mprove=20 by 10%.
At the end of the 2008-09 school year, = 43.9%=20 of our African-American population was proficient = or=20 above in reading. At the end of the 2009-10 school= year,=20 67.75% (AYP Chart or growth mark ) will score prof= icient=20 or above. Annually we will improve by 11.22%.
A= t the=20 end of the 2008-09 school year, N/A% of our Hispan= ic=20 population was proficient or above in reading. At = the=20 end of the 2009-10 school year, 67.75% (AYP Chart = or=20 growth mark ) will score proficient or above.
A= t the=20 end of the 2008-09 school year, 39.3% of our=20 Economically Disadvantaged population was proficie= nt or=20 above in reading. At the end of the 2009-10 school= year,=20 67.75% (AYP Chart or growth mark ) will score prof= icient=20 or above. Annually we will improve by 12.14%.
A= t the=20 end of the 2008-09 school year, N/A% of our LEP=20 population was proficient or above in reading. At = the=20 end of the 2009-10 school year, 67.75% (AYP Chart = or=20 growth mark ) will score proficient or above.
A= t the=20 end of the 2008-09 school year, 15% of our Student= s with=20 Disabilities population was proficient or above in= =20 reading. At the end of the 2009-10 school year, 67= .75%=20 (AYP Chart or growth mark ) will score proficient = or=20 above. Annually we will improve by 10%.

Intervention: Comprehensive=20 Standards-Based Core Curriculum

Actions

Person Responsible

Timeline

Resources

Source of Funds

Special Education teachers will develop an= d=20 align IEP goals to address the strands of re= ading,=20 writing, inquiring/researching, and content = rubric=20 and essays listed in Arkansas=20 Frameworks.
Action Type: Alignment
Act= ion=20 Type: Special Education

Special Education Chair

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

Fine Arts teachers will have students crit= ique=20 bands, choirs, art, and drama presentation i= n=20 essay form and will grade with the ACTAAP 4 = point=20 rubric and the content rubric for essays.

Fine Arts Chair

Start: 08/18/2009
End: 05/29/2010

Community Leaders
Teachers

ACTION BUDGET:

Science teachers will incorporate correct= =20 spelling, proper grammatical usage, and comp= lete=20 sentence structure standards into journal wr= itings=20 and lab reports and grade with the ACTAAP 4 = point=20 rubric.

Science Department Chair

Start: 08/18/2009
End: 05/29/2010

Computers
Teachers
Teaching Aids

ACTION BUDGET:

Social Studies teachers will assign essays= and=20 have students write paragraph summaries on a= =20 variety of subjects and grade with the ACTAA= P 4=20 point rubric.

Social Studies Chair

Start: 08/18/2009
End: 05/29/2010

Teachers
Teaching Aids

ACTION BUDGET:

Math teachers will incorporate spelling an= d=20 vocabulary words into lessons and tests.
=

Math Department Chair

Start: 08/18/2009
End: 05/29/2010

Teachers
Teaching Aids

ACTION BUDGET:

English teachers will continue to work in= =20 Professional Learning Teams in order to alig= n=20 their curriculum with the Arkansas Framework= s, and=20 PCSSD pacing guide. Assessments will be alig= ned to=20 the Benchmark and End of Course Exam=20 Format
Action Type: Alignment
Action T= ype:=20 Collaboration

English Department Chair, Instructional=20 facilitator

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Central Office
District Staff
Outside Consultants
Performance Assessments
Teachers

ACTION BUDGET:

All teachers, including special education = and=20 pre-AP and AP teachers will work in Professi= onal=20 Learning Teams to reinforce writing across=20 curriculum.
Action Type: Alignment
Act= ion=20 Type: Collaboration
Action Type: Special= =20 Education

All Department Chairs

Start: 08/18/2009
End: 05/29/2010

Central Office
District Staff
Outside Consultants
Teachers

ACTION BUDGET:

National Honor Society will tutor students= in=20 literacy, focusing on the following subgroup= s:=20 combined population, African-American, and=20 economically disadvantaged students.
Acti= on=20 Type: Equity

National Honor Society Sponsor

Start: 08/18/2009
End: 05/29/2010

None

ACTION BUDGET:

Career and Technical teachers teach resume= =20 writing in Computer Projection Demontrations= and=20 utilize interactive white board technology t= o=20 present other written projects.
Action Ty= pe:=20 Technology Inclusion

Career and Technical Education Chair

Start: 08/18/2009
End: 05/29/2010

Computers
Public Library
School Library
Teachers
Teaching Aids

ACTION BUDGET:

English and history teachers will work in= =20 Professional Learning Teams to make literatu= re and=20 writing connections according to time period= s and=20 genres.
Action Type: Collaboration

English & History Chairs

Start: 08/18/2009
End: 05/29/2010

Public Library
School Library
Teachers
Teaching Aids

ACTION BUDGET:

EAST requires written evaluations and=20 reflections online of student projects and w= ill be=20 graded with the ACTAAP 4 point rubric.

EAST Facilitator

Start: 08/18/2009
End: 05/29/2010

Computers
Teachers

ACTION BUDGET:

Teachers across the curriculum require=20 students to journal, reflect, and/or evaluat= e in=20 written form and create research projects an= d=20 papers.

Principal

Start: 08/18/2009
End: 05/29/2010

Computers
Public Library
School Library
Teachers
Teaching Aids

ACTION BUDGET:

English teachers will evaluate writing in = this=20 intervention by analyzing student writing sa= mples=20 with the use of rubrics and by annually revi= ewing=20 the End of Course test scores and 8th grade= =20 Benchmark exam results for literacy. The Lea= rning=20 Institute formative assessments will be used= to=20 monitor alignment of the curriculum, student= =20 progress. Administrators will use classroom = walk=20 through to monitor the use of rubrics,=20 instructional strategies, and the alignment = of=20 objectives to the Arkansas Frameworks.

Principal

Start: 08/18/2009
End: 05/29/2010

Computers
Teachers

ACTION BUDGET:

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

All teachers, including special education= =20 teachers, will participate in 60 required ho= urs of=20 professional development that includes six (= 6)=20 hours of technology, two (2) hours of parent= =20 involvement and two (2) hours of Arkansas Hi= story=20 for instructors of history. An individual ma= y be=20 entitled to up to twelve (12) hours of=20 professional development credit approval by = the=20 district/school which may be applied toward = the 60=20 hours professional development requirement f= or=20 that time period at the beginning of each sc= hool=20 year which is used to plan and prepare curri= culum=20 or develop other instructional activities pu= rsuant=20 to Act 1185 of 2005. We will create a profes= sional=20 development plan annually in compliance with= =20 Arkansas law & rules governing professio= nal=20 development which shall be a part of the ACS= IP.=20 Our school's professional development plan=20 complies with Arkansas law & rules by=20 including the 3 hour college course as appli= cable=20 to equal 15 hours (up to 30). For each=20 administrator, the 60 hour professional=20 development requirement shall include traini= ng in=20 data disaggregation, instructional leadershi= p,=20 three hours of parental involvement and fisc= al=20 management
Action Type: Professional=20 Development

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

The intervention coach will mentor, model= =20 lessons, and provide resources to classroom= =20 teachers on effective instructional strategi= es,=20 differentiated instruction, how to use and a= nalyze=20 formative and summative assessments to=20 drive.
Action Type: Professional=20 Development

Literacy Intervention Coach

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Science teachers will work together to des= ign=20 laboratory activities aligned with state sta= ndards=20 that allow all students the opportunity to w= rite=20 an analysis of data and results.
Action T= ype:=20 Alignment
Action Type: Collaboration
<= /TD>

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Computers
Teachers
Teaching Aids

ACTION BUDGET:

Teachers will work in Professional Learnin= g=20 Communities by meeting once a week to discus= s=20 strategies and programs to improve classroom= =20 instruction.
Action Type: Collaboration

Principal

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

All teachers will read Marazano's=20 Instructional Strategies That Work and incor= porate=20 the "9 High Yield Strategies" into their dai= ly=20 lessons and will participate in Professional= =20 Learning Communities that will meet during a= 30=20 minute PLC/ Intervention period.
Action = Type:=20 ADE Scholastic Audit
Action Type:=20 Collaboration
Action Type: Professional=20 Development

Jeff Senn, principal

Start: 07/01/2009
End: 06/30/2012

Administrative Staff
District Staff
Outside Consultants
Teachers


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Inclusion of=20 Supplemental Programs and Activities

Scientific Based Research: 1)=20 "School-within-a-School Model", Sarah Dewees= ,=20 1999, www.eric.ed.gov, ED438147, (Sept.=20 2008)
2) "Differentiation", Dr. Karen Wal= ker,=20 (Sept. 2008 Principals Partnership)
3) "= Using=20 brain research to help students with special= =20 needs", Dr. Karen Walker, (Sept. 2008 Princi= pals=20 Partnership)
4) "Technology and Academic= =20 Achievement", Les Foltos, 2002,=20 http://www.newhorizons.org, (Sept. 2008) 5)=20 ""Using Student Data" Mike Muir, 2006, (Sept= . 2008=20 Principals Partnership)
6) "Special Need= s of=20 Ninth Grade Students", Cr. Karen Walker, 200= 6=20 (Sept. 2008 Princiapls Partnership)
7)=20 "Writing in Content Areas", Dr. Karen Walker= ,=20 2006, (Sept. 2008 Princiapls Partnership) 8)=20 "Literacy Across the High School Curriculum"= , Dr.=20 KAren Walker, (Sept. 2008 Princiapls Partner= ship)=20
9) "Leadership Teams", Mike Muir, 2006, = (Sept.=20 2008 Principals Partnership)

Actions

Person Responsible

Timeline

Resources

Source of Funds

In order to support teachers of all=20 disciplines, including special education,=20 inclusion, pre-AP and AP, in addressing the= =20 learning styles of all students, including s= pecial=20 education, inclusion, pre-AP and AP, documen= t=20 cameras, interwrite pads, projectors, TVR= 17;s,=20 similar technology and replacement parts and= =20 similar technology will be purchased for cla= ssroom=20 use. This action includes any professional=20 development available through the Instructio= nal=20 Technology Department.
Action Type:=20 Equity
Action Type: Technology Inclusion<= BR>

ACSIP Chair

Start: 07/01/2009
End: 06/30/2010

Computers
District Staff
Teachers
Teaching Aids

$14490.53

PD (State-223) - Purchased Services:

$611.00

NSLA (State-281) - Materials &=20 Supplies:

$13879.53

ACTION BUDGET:

In order to recognize the achievements of = our=20 students in all subject areas, NSLA funds wi= ll be=20 used to purchase awards for the awards assem= bly in=20 the spring.

National Honor Society Chair

Start: 08/18/2009
End: 05/29/2010

$1000

NSLA (State-281) - Materials &=20 Supplies:	$1000.00

ACTION BUDGET:

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

Leadership Team

Start: 08/01/2009
End: 06/04/2010

Administrative Staff
District Staff
Teachers

$2250

NSLA (State-281) - Employee Salaries:<= /TD>	$1000.00
NSLA (State-281) - Employee Benefits:<= /TD>	$500.00
NSLA (State-281) - Materials &=20 Supplies:	$750.00

ACTION BUDGET:

The Counselor of Assessment will provide=20 consistent and coordinated testing of all st= udents=20 as required by State and District mandate. C= ollect=20 and maintain pertinent data and prepare repo= rts as=20 required by state, coordinate and provide tr= aining=20 for teachers and provide test-related data t= o site=20 and district administration as needed. The=20 Counselor of Assessment will also work with= =20 identified students at risk of school failur= e,=20 including special education and inclusion. T= he=20 administration will, with the use of NSLA fu= nds,=20 provide and equipment and supplies needed to= =20 assist this position.
Action Type:=20 AIP/IRI
Action Type: Collaboration
Act= ion=20 Type: Equity

Pricinpal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Computers
District Staff
Teachers
Teaching Aids

$1005.88

NSLA (State-281) - Materials &=20 Supplies:

$1005.88

ACTION BUDGET:

In order to give all students an opportuni= ty=20 to self select books that are reading level= =20 appropriate and allow all students, includin= g=20 special education, inclusion, pre-AP and AP,= to=20 experience success with independent reading,= three=20 teachers have made a three year commitment t= o the=20 Literacy Lab Program. Materials to implement= this=20 program will be purchased through NSLA=20 money.
Action Type: Equity

Pricinpal

Start: 07/01/2008
End: 05/29/2011

Public Library
Teachers
Teaching Aids

$1800

NSLA (State-281) - Materials &=20 Supplies:	$1800.00

ACTION BUDGET:

The Freshman Academy will provide mentorin= g,=20 guidance, and teaming to ease the transition= from=20 middle school to high school. In order to as= sist=20 the lead teachers, counselor and administrat= or on=20 fully and successfully implementing the Fres= hman=20 Academy, professional development, conferenc= es and=20 other educational material will be provided = to the=20 lead team.

principal

Start: 08/01/2009
End: 05/29/2010

Outside Consultants
Teachers

ACTION BUDGET:

principal

Start: 08/18/2009
End: 05/29/2010

Performance Assessments
Teachers

$250

NSLA (State-281) - Materials &=20 Supplies:	$250.00

ACTION BUDGET:

Supplemental materials aligned to the=20 frameworks will be purchased for point-in-ti= me=20 liceracy intervention.
Action Type:=20 Alignment

Principal

Start: 08/18/2009
End: 05/29/2010

Teaching Aids

$500

NSLA (State-281) - Purchased Services:=	$500.00

ACTION BUDGET:

Professional development in the areas of=20 differentiated instruction, professional lea= rning=20 communities, inclusion and lesson planning w= ill be=20 offered. Professional development will inclu= de,=20 but is not limited to, a book study using=20 Marzano’s Classroom Instruction That W= orks:=20 Research-Based Strategies for Increasing Stu= dent=20 Achievement will be consistently evident in= =20 questioning, activities. Assessment of=20 implementation will be conducted in classroo= m=20 walk-through, formal and informal observatio= ns.=20 Professional development, NSLA and Title I f= unds=20 will be used to provide, but are not limited= to,=20 outside consultants, substitutes, materials,= and=20 supplies.

Leadership Team

Start: 08/01/2009
End: 06/04/2010

Teaching Aids

$1875.59

PD (State-223) - Purchased Services:

$611.00

NSLA (State-281) - Materials &=20 Supplies:

$1264.59

ACTION BUDGET:

Intervention coaches will demonstrate the = use=20 of Benchmark, End of Course and The Learning= =20 Institute released items in any class or sub= ject=20 area and assist with any supplies needed by = the=20 classroom teacher that will aid in reaching = the=20 different learning styles of the students in= the=20 classroom.

Intervention coach

Start: 08/01/2009
End: 06/04/2010

Teaching Aids

$250

NSLA (State-281) - Materials &=20 Supplies:	$250.00

ACTION BUDGET:

America's Choice Design Coach

Start: 08/18/2009
End: 05/29/2010

Teaching Aids

$500

NSLA (State-281) - Materials &=20 Supplies:	$500.00

ACTION BUDGET:

Insrustional Facilitators/Counselor of=20 Assessment

Start: 07/24/2009
End: 09/01/2009

$300

NSLA (State-281) - Materials &=20 Supplies:	$300.00

ACTION BUDGET:

Students will have access to an after scho= ol=20 tutoring program two days a week to assist t= hem=20 with their classwork and homework, especiall= y in=20 math and literacy. However, tutoring for all= =20 subject areas will be provided. Funding will= be=20 provided with stimulus money.
Action Type= : ADE=20 Scholastic Audit
Action Type: AIP/IRI
= Action=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Technology Inclusion<= BR>

Literacy coach

Start: 07/01/2009
End: 06/30/2012

Teachers


ACTION BUDGET:	$
Total Budget:	$24222

Intervention: Closing the=20 Achievement Gap

Actions

Person Responsible

Timeline

Resources

Source of Funds

National Honor Society Sponsor

Start: 08/18/2009
End: 05/29/2010

School Library

ACTION BUDGET:

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

Assistant Principal

Start: 08/19/2009
End: 05/29/2010

ACTION BUDGET:

Ninth grade students scoring below profici= ent=20 in literacy will receive 80 minutes of instr= uction=20 in Ramp Up to Advanced Literacy. This interv= ention=20 is needed to address the disparity of the co= mbined=20 population and subpopulations.
Action Typ= e: ADE=20 Scholastic Audit
Action Type: Equity
<= /TD>

Literacy coach

Start: 07/01/2009
End: 06/30/2012

Teachers


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Support Through= =20 Focused Remediation

Scientific Based Research: 1)=20 "Collaboration Skills", National Staff Devel= opment=20 Council, 2008,=20 http://www.nsdc.org/standars/collaborationsk= ills.cfm=20 (Sept. 2008).
2) "Parent Involement" and= =20 "School-Home Partnerships", Dr. Karen Walker= ,=20 (Sept. 2008 Principals Partnership)
3)=20 "Remediation programs for students who do no= t pass=20 exit exams", Dr. Karen Walker, 2006 (Sept. 2= 008=20 Principals Partnership)
4) "Race and Scho= ols:=20 The Need for Action", Gary Orfield, 2008, NE= A=20 Reasearch Visiting Scholars Series, (Sept. 2= 008=20 NEA site)
5) "Cooperative Laerning Skill= s",=20 Mike Muir, 2006, (Sept. 2008 Principals=20 Partnership)

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers will utilize students' Academic=20 Improvement Plans to create lessons and prac= tice=20 tests to improve usage and mechanics as rela= ted to=20 the end of course exams.

Principal

Start: 08/18/2009
End: 05/29/2010

Performance Assessments
Teachers
Teaching Aids

ACTION BUDGET:

The school day time schedule has been adju= sted=20 to include a 30 minute targeted intervention= and=20 enrichment time four days a week. This time = will=20 be formatted to assist those students who we= re=20 below proficiency on the EOC Algebra and Geo= metry=20 exams and the 8th grade benchmark exams. Thi= s time=20 will also be used as enrichment for those st= udents=20 who are proficient and above.
Action Type= :=20 Equity

Principal

Start: 08/18/2009
End: 05/29/2010

Computers
Outside Consultants
Performance Assessments
Teaching Aids

ACTION BUDGET:

AIP Plans will be developed with parent,=20 teacher and counselor collaboration for stud= ents=20 scoring below proficient on the 11th Grade=20 Literacy Exams and 8th grade Benchmark Exam.= The=20 plans will be filed in a common place so tea= chers=20 may have access to them for reviews and=20 modifications.
Action Type: AIP/IRI

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff
Teachers

ACTION BUDGET:

Principal

Start: 08/18/2009
End: 05/29/2010


ACTION BUDGET:	$
Total Budget:

Priority 3:

Improve School Climate

Supporting Data:

Discipline data for the 2008-2009 school yea= r also=20 shows that the suspension and expulsion rates ar= e not=20 representative of the school population. The sch= ool=20 enrollment is 62% non-black and 38% black. The=20 suspension rate is 41% non-black and 59% black.= =20
Discipline data for the 2006-2007 school yea= r=20 continues to prove that the suspension and expul= sion=20 rates are not generally representative of the sc= hool=20 population. The school enrollment is 57% non-bla= ck and=20 40% black with a rule one refferal rate of 49%=20 non-black and 51% black. The suspension rate of = 50%=20 non-black and 50% black. The expulsion rate is 6= 3%=20 non-black and 38% black.=20
Discipline data for the 2007-2008 school yea= r=20 continues to prove that the suspension and expul= sion=20 rates are not generally representative of the sc= hool=20 population. The school enrollment is 60% non-bla= ck and=20 40% black with a rule one refferal rate of 36%=20 non-black and 64% black. The suspension rate of = 41%=20 non-black and 59% black. The expulsion rate is 1= 00%=20 non-black and 0% black.=20
School Climate Inventory (SCI) data for 2005= -2006=20 is as follows: The respondent demographics were = 76%=20 Caucasian, 12% African American and 0% Hispanic.= The=20 dimension summary is rated on a scale of 1 =3D s= trongly=20 disagree to 5 =3D strongly agree. Collaboration = was=20 3.62, environment 3.69, expectations 3.89, instr= uction=20 3.97, invovlement 3.75, leadership 3.81, order 3= .50=20 giving an overall rating of 3.75.=20
School Climate Inventory (SCI) data for 2007= -2008=20 is as follows: The respondent demographics were = 70.2%=20 Caucasian, 12.8% African American and 0% Hispani= c. The=20 dimension summary is rated on a scale of 1 =3D s= trongly=20 disagree to 5 =3D strongly agree. Collaboration = was=20 3.71, environment 3.83, expectations 3.82, instr= uction=20 4.09, invovlement 3.85, leadership 3.91, order 3= .06=20 giving an overall rating of 3.75.=20
School Climate Inventory (SCI) data for 2006= -2007=20 is as follows: The respondent demographics were = 74.4%=20 Caucasian, 5.1% African American and 0% Hispanic= . The=20 dimension summary is rated on a scale of 1 =3D s= trongly=20 disagree to 5 =3D strongly agree. Collaboration = was=20 3.30, environment 3.33, expectations 3.50, instr= uction=20 3.79, invovlement 3.39, leadership 3.55, order 2= .83=20 giving an overall rating of 3.38.

Goal

Our goal is to reduce rule one referrals,=20 suspensions and expulsions school-wide and to prov= ide=20 students with a safe and orderly learning=20 environment.

Benchmark

School records will show a decrease in the numbe= r of=20 rule one violations, suspensions, and expulsions. =

Intervention: Discipline Manag= ement=20 Plan

Scientific Based Research: 1) = PCSSD=20 Discipline Management Plan,2006
2) "Clas= sroom=20 Management for all Teachers;12 Plans for Evi= dence=20 Based Practice." Cipano, Ennio, Prentice Hal= l,=20 2003
3) Walker, Hill M. and Elizabeth an= d=20 Gresham Ramsey. Heading Off Disruptive Behav= ior.=20 Winter 2003-2004,American=20 Educator.Berger,E.H.(2004)
4) "Boys in Cr= isis,=20 Hear Our Cry",Paul Slocumb(2004)
5) "Beha= vior=20 Management Plans", Dr. Karen Walker, 2006, (= Sept.=20 2008 Principals Partnership)
6) "High Sc= hool=20 Student Mentoring Programs", 2002 Principals= =20 Partnership (Sept. 2008)
7) "School Clim= ate",=20 Mike Muir, 2006, (Sept. 2008 Principals=20 Partnership)

Actions

Person Responsible

Timeline

Resources

Source of Funds

Social Action Skills - The following=20 techniques are enlisted by the Guidance Depa= rtment=20 in counseling students who are experiencing= =20 difficulties in the classroom or on campus: = A.=20 Conflict resolution, B. Problem solving, C.= =20 Decision making, D. Goal setting, E. Social= =20 skills, F. Personal responsibility. Teachers= will=20 enlist the help of the Guidance Department i= n=20 counseling students. Students at North Pulas= ki=20 also have access to the Pathfinder counselor= s that=20 are located on campus. The Guidance Departme= nt and=20 Pathfinders will utilized the ISS program to= teach=20 conflict resolution. Students at North Pulas= ki=20 have access to the Pathfinder counselors tha= t are=20 located on campus.
Action Type:=20 Collaboration

Head Counselor

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

Administrators will in-service parents on = the=20 NPHS Student Discipline Handbook at orientat= ion=20 and open house meeting at the beginning of t= he=20 school year. Parents will meet teachers and = learn=20 expectations of the administrative staff and= =20 teachers, during two parent teacher conferen= ce=20 days each semester.
Action Type: Parenta= l=20 Engagement

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff

ACTION BUDGET:

Parents will be encouraged to participate = in=20 school activities through volunteerism, pare= nt=20 groups, and participation in school planning= =20 processes. A volunteer resource booklet will= be=20 available to create interest. Parents are in= volved=20 in school activities through the following g= roups:=20 Equity/Bi-Racial Committee, Athletics Booste= r,=20 Band Booster, PTSA, Cheerleader/Dance Team P= arent=20 Groups, and Site-Based Team. School informat= ion=20 will be passed on to the parents and communi= ty=20 members through the use of the edline homepa= ge,=20 school calendar, the call out system, and ep= als=20 email for all faculty to keep them abreast o= f=20 events, accomplishments, and opportunities t= o=20 participate in school planning and=20 goals.
Action Type: Parental Engagement

Principal

Start: 08/18/2009
End: 05/29/2010

Community Leaders
Teachers

ACTION BUDGET:

The faculty and staff of NPHS have establi= shed=20 a Crisis Plan, scanning procedures for weapo= ns,=20 and campus security. The prevention of viole= nce in=20 the school will be enhanced by the strict=20 adherence to the rules and regulation deline= ated=20 in the NPHS Discipline Handbook. Teachers wi= ll be=20 in-serviced on the Crisis Plan prior to the = start=20 of school. All teachers will have in their=20 classrooms crisis codes and processes to fol= low in=20 the event of a crisis.
Action Type:=20 Professional Development

Crisis Plan Coordinator

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Teachers

ACTION BUDGET:

The administration or Discipline Managemen= t=20 Plan Chair will in-service the faculty, staf= f, and=20 students on the Discipline Management Plan p= rior=20 to the students first day. Teachers will giv= e=20 students a copy of the "Falcon Five"=20 classroom/school wide rules, developed from = the=20 Discipline Management Plan, and post them in= a=20 prominent place in their classrooms for clar= ity of=20 expectations. During the first week of stude= nt=20 contact, the administration will introduce t= he=20 Student Discipline Handbook to the students = in an=20 all-school assembly. Students and parents ar= e=20 in-serviced on the PCSSD and NPHS Handbooks = at the=20 beginning of the school year in assemblies a= nd in=20 classrooms by teachers. The administration w= ill=20 post the "Falcon Five" list of rules around = the=20 campus for clarity of expectations.

Principal

Start: 08/18/2009
End: 05/29/2010

Teachers

ACTION BUDGET:

The administration and teachers will work= =20 together to actively implement and enforce t= he=20 student handbook.
Action Type:=20 Collaboration

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Teachers

ACTION BUDGET:

Classroom Management Techniques - Teachers= are=20 encouraged to participate in any one of the= =20 following classroom management techniques=20 in-services offered by the PCSSD Staff Devel= opment=20 Department: Human Relation Skills, Classroom= =20 Management, Goal Setting Skills, Conflict=20 Resolution, DMP, Grade-Quick, Ed-line. All=20 teachers, including special education and pr= e-AP=20 and AP teachers are in-serviced in Teacher=20 Expectations and Student Achievement (TESA) = when=20 they begin work for PCSSD. Teachers model th= e use=20 of these skills and techniques in their=20 classrooms.
Action Type: Professional=20 Development

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
District Staff

ACTION BUDGET:

A Diversity Club will continue at NPHS wit= h=20 teacher sponsorship. They will be responsibl= e for=20 the annual Multicultural Assembly. This club= will=20 be a component in promoting interpersonal an= d=20 multicultural relationships.
Action Type:= =20 Equity

Diversity Club Sponsor

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Community Leaders
Teachers

ACTION BUDGET:

Discipline Management plan will be evaluat= ed=20 by the Discipline Management Plan Committee = and=20 the Equity Committee using the student=20 suspensions, expulsions, rule one and total = number=20 of referrals quarterly. A comparison from=20 2008-2009 to 2009-2010 will be made to deter= mine=20 effectiveness.

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff

ACTION BUDGET:

The African-American male population will = have=20 access to mentoring through: 1) the Diversit= y=20 Club, 2) Coach Cooper, 3) Mr. Humphrey, 4) C= oach=20 Flowers, 5) Mr. Williams, 6) Coach Hatcher, = and 7)=20 contact that has been made with the Air forc= e Base=20 in an effort to decrease the number of rule = one=20 violations, suspensions, and expulsions.
= Action=20 Type: Collaboration
Action Type: Equity

Assistant Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Central Office
Community Leaders
District Staff
Teachers

ACTION BUDGET:

To assist all at risk students NPHS will b= egin=20 referring students with three referrals to t= heir=20 counselor and those who get four referrals t= o the=20 Pathfinder group. We hope to add mentors to = this=20 list and those with two referrals will be as= signed=20 to a mentor.

Faculty

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

Coach Cooper and Coach Flowers are sponsor= ing=20 a Gentleman’s Club for at risk African= -American=20 Males. Mrs. L. Moore and Mrs. Harris are=20 sponsoring a “Lady’s Club”= for at risk=20 African-American females.

Cooper, Flowers, Moore, Harris

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

To elevate the overcrowding and referrals = in=20 the commons before school and at lunch, stud= ents,=20 if they choose, will be allowed to go outsid= e to=20 the pavilion and basketball court. This allo= ws the=20 students access to vitamin D and a place to= =20 release excess energy.
Action Type:=20 Equity

Principal

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

The administration will hold community=20 meetings in the communities that are the far= thest=20 from the school.
Action Type: Parental=20 Engagement

Administrators

Start: 07/01/2009
End: 06/30/2010

ACTION BUDGET:

Discipline Management Plan Committee will= =20 monitor quarterly the use of the Discipline= =20 Management Plan to reduce the number of Rule= one=20 violations, suspensions, and expulsions of=20 African-American males.
Action Type: Prog= ram=20 Evaluation

DMP Chair

Start: 08/18/2009
End: 05/29/2010

ACTION BUDGET:

The school will provide after school tutor= ing=20 for students 2 days per week. Funding will b= e=20 provided by the stimulus plan.
Action Typ= e: ADE=20 Scholastic Audit
Action Type: AIP/IRI
= Action=20 Type: Collaboration
Action Type:=20 Equity
Action Type: Parental=20 Engagement
Action Type: Technology=20 Inclusion

Literacy Coach

Start: 07/01/2009
End: 06/30/2012

Administrative Staff
Teachers
Teaching Aids


ACTION BUDGET:	$
Total Budget:

Priority 4:

To infom students of their BMI Classification du= ring=20 their Sophomore year.

Supporting Data:

In 2004-2005, BMI results indicated that 14.= 7% of=20 the male population was at risk of being over we= ight=20 and 26.5% were overweight. Of the female student= =20 population, 14.2% were at risk of being overweig= ht and=20 20.9% were overweight.=20
In 2005-2006, BMI results indicated that 17.= 2% of=20 the male population was at risk of being over we= ight=20 and 27.6% were overweight. Of the female student= =20 population, 18.6% were at risk of being overweig= ht and=20 16.0% were overweight.=20
In 2006-2007, BMI results indicated that 13.= 8% of=20 the male population was at risk of being over we= ight=20 and 25.8% were overweight. Of the female student= =20 population, 13.6% were at risk of being overweig= ht and=20 23.2% were overweight.=20
As related by the Arkansas Govenor's Initiat= ive=20 Healthy Arkansas, 55.3% of Arkansans failed to m= eet=20 recommendations for moderate or vigorous activit= y.=20
The School Index Rating Index from 2006-2007= =20 indicated a low rating in the areas: (1) connect= edness=20 to school, (2) access to physical activities=20 facilities outside school hours, (3) adequate ph= ysical=20 activity facilities.I

Goal

The wellness program will focus on emphasizing t= o=20 students the importance of a healthy life style an= d=20 educating them on the proper way to achieve a heal= thy=20 body. School PE/Health classes will create a healt= hy=20 school environment that supports consistent health= and=20 physical activity messages to students and=20 community.

Benchmark

The school will record the BMI of Sophomores eac= h=20 school year.

Intervention: To inform and ed= ucate=20 students on the importance of a healthy life= =20 style.

Scientific Based Research: 1.= =20 Educational Leadership."Healthy and Ready to= =20 Learn."Dadid Stcher (September,2005,vol.63.1= ). 2.=20 Scientific Based Research: State Act 1220. "= Key=20 Strategies to Prevent Obesity."=20 http://www.cdc.gov.healthyyouth/key=20 strategies/get-started.htm.(2003) ACHI-Arkan= sas=20 Center for Health Improvement=20 www.healthyarkansas.com (2004-2005;2005-2006= )=20 President's Challenge-You're It. Get Fit!=20 www.presidentschallenge.org/ 8-24-06

Actions

Person Responsible

Timeline

Resources

Source of Funds

Vertical alignment of curriculum in physic= al=20 education and health classes.
Action Type= :=20 Collaboration

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Teachers

ACTION BUDGET:

The school wellness plan will be monitored= by=20 the use of Presidents Physical Fitness Chall= enge=20 test, through the schools PE and Health=20 classes.
Action Type: Program=20 Evaluation
Action Type: Wellness

Principal

Start: 08/18/2009
End: 05/29/2010

Administrative Staff
Teachers


ACTION BUDGET:	$
Total Budget:

Priority 5:

Supporting Data:

1.1a The implemented curriculum is marginall= y=20 aligned with the Arkansas Academic Content Stand= ards=20 and Student Learning Expectations. The pacing gu= ides=20 contain a focus on content coverage and not mast= ery=20 learning. The student learning expectations have= not=20 been unpacked to provide for a complete curricul= um.=20
The implemented and written curricula do not= =20 include essential questions, enduring understand= ings,=20 task analysis, key vocabulary, instructional=20 strategies, methods of assessment, or resources = other=20 than textbooks. The implemented curriculum is no= t age=20 and developmentally appropriate for all students= in=20 all classes. There is no formal planning process= to=20 facilitate cross-curricular connections.
1.1= b The=20 district provides limited opportunity for school= s to=20 discuss curriculum standards across grade levels= .=20 Student learning expectations are not analyzed a= cross=20 grade and content levels to identify gaps and ov= erlaps=20 in the curriculum. Again, student learning=20 expectations are not analyzed across grade and c= ontent=20 levels to identify gaps and overlaps in the=20 curriculum. Departmental meetings are scheduled= =20 monthly at the building level. Some meeting agen= das=20 reflect curriculum discussions. Progress reports= are=20 not provided to indicate sustained implementatio= n or=20 monitoring of initiatives.
1.1c A well-defin= ed=20 process is not in place to identify and eliminat= e=20 curriculum overlaps and close gaps.
1.1d An= =20 opportunity for vertical communication between s= chools=20 is provided. Structured communication does not f= ocus=20 on key curriculum points. A process is not in pl= ace to=20 provide for ongoing two-way communication.
1= .1e=20 Most students have an implemented Individual=20 Graduation Plan that is developed in collaborati= on=20 with parents.
1.1f A process for monitoring,= =20 evaluating, and reviewing the curriculum is ment= ioned=20 in local board of education policy. The policy i= s not=20 specific or systematic. This policy was adopted = March=20 13, 1984. “A well defined process is not i= n place for=20 monitoring, evaluating, reviewing, and/or revisi= ng=20 curriculum.” The school does not have a cu= rriculum=20 committee.
1.1g The curriculum does not prov= ide=20 access to an academic core for all students. Aca= demic=20 rigor is not evident in most classes. Few teache= rs=20 challenge students with higher-order questioning= or=20 problem-solving opportunities. Most teachers rel= y on=20 lecture as their primary delivery method. Studen= ts=20 spend most of the instructional time copying not= es=20 from overheads or completing worksheets provided= from=20 the textbook. High expectations are not clearly= =20 communicated to students. Learning objectives do= not=20 always reflect what is being taught. The level o= f=20 instruction is frequently at the knowledge and=20 comprehension level of Bloom’s Taxonomy. I= ndividual=20 student learning styles are not formally address= ed in=20 all classes. Co-teachers are not fully used to m= eet=20 the individual learning needs of students.
2= .1a=20 The local board of education does not have a pol= icy to=20 address classroom assessments. The data from the= se=20 assessments are not disaggregated by most teache= rs to=20 determine specific areas of student need.
2.= 1b=20 Time is not provided in the master schedule for = core=20 content teachers to meet for collaboration.
= 2.1c=20 These rubrics are not clearly defined to asses w= hat=20 students know and are able to do to be proficien= t in=20 all content areas. The opportunity is provided f= or few=20 students to evaluate and reflect on their work t= hrough=20 online journals or writing assignments in many=20 classrooms.
2.1f Students assessment task do= not=20 always solicit higher-order thinking. School=20 leadership does not have a formal communications= plan.=20
2.1g The local board of education does not h= ave a=20 policy that addresses the state’s assessme= nt and=20 accountability system.
2.1h Few teachers hav= e=20 received training in the procedures for analyzin= g=20 student work with rubrics. Assessments are used = for=20 reporting grades and are not viewed as a tool fo= r=20 evaluating personal effectiveness in the deliver= y of=20 instruction.
2.1d Time was not provided duri= ng=20 this day for the identification of vertical curr= iculum=20 gaps.
2.1e There is no consistent analysis o= f=20 classroom assessments for the purpose of modifyi= ng=20 classroom instruction. Most students do not rece= ive=20 meaningful feedback on assessments that allow fo= r=20 improvement in future performances.
3.1a Mos= t=20 teachers primarily use teacher-directed strategi= es=20 such as whole-group instruction, worksheets, and= =20 textbook-driven questioning. A limited number of= =20 teachers use rubrics as an explicit means or cri= teria=20 to assess a particular piece of student work to= =20 identify the level of individual achievement or = to=20 determine the depth of student learning. A commo= n=20 format for lesson plans is not used school-wide,= and=20 school leadership does not monitor teachers̵= 7; lesson=20 plans.
3.1b The strategies implemented in th= e=20 classroom are not consistently aligned with stat= e=20 learning goals. Most curriculum documents do not= =20 reference essential learnings, permanent=20 understandings, key vocabulary, instructional=20 strategies, methods of assessment, or resources = other=20 than textbooks and textbook ancillary materials.= =20 Assessments based on state standards, district=20 curriculum documents, and pacing guides for math= and=20 literacy are prepared by The Learning Institute = in=20 coordination with district staff. Analysis of th= ese=20 assessments does not drive the selection of=20 instructional strategies in most classrooms. The= =20 intervention coaches do not model lessons, provi= de=20 job-embedded professional development, or mentor= =20 teachers.
3.1c School leadership does not pr= ovide=20 feedback to teachers that would assist them in m= eeting=20 instructional needs of all sub-populations. Lead= ership=20 decisions are not focused on academic performanc= e or=20 driven by school data. Instructional strategies = used=20 across content areas, are not intentionally plan= ned or=20 differentiated to be responsive to students̵= 7; learning=20 styles or needs. The co-teaching model as implem= ented=20 is not effective. No systematic process is in pl= ace to=20 assess the effectiveness of the present design o= f the=20 inclusion model.
3.1d The district Human Res= ources=20 Office and school leadership seek to recruit qua= lified=20 and culturally diverse applicants as per distric= t=20 policy. The policy does not address assignments= =20 relative to specific learning needs of students = or the=20 school’s ACSIP. Teachers do not take advan= tage of the=20 mentoring, modeling, or job-embedded professiona= l=20 development opportunities readily available and= =20 accessible through intervention coaches. Most=20 professional development is not sustained or=20 classroom-focused and does not enhance student=20 learning. 3.1e School leadership does not evalua= te or=20 monitor how technology improves teaching or stud= ent=20 learning.
3.1f Textbooks and ancillary mater= ials=20 are the primary instructional resources used in= =20 classrooms. The local board of education adopts = a=20 budget each year; staffing and funding allocatio= ns=20 reflected in that budget are based on the school= ’s=20 enrollment and are not intentionally related to = the=20 school’s improvement plan.
3.1g Teache= rs from each=20 department do not formally meet to collaborative= ly=20 examine, analyze, and discuss student work. The = master=20 schedule is not structured or designed to facili= tate=20 collaboration among teachers to discuss student= =20 learning, to analyze formative or summative=20 assessments, to identify areas of weakness and=20 strengths for Academic Improvement Plan strategy= =20 development, or to plan lessons that incorporate= =20 standards-based, best-practices strategies. Most= =20 teachers have not received training in protocols= for=20 analyzing student work. There is no deliberate f= ocus=20 to collaboratively develop open-response items,= =20 writing prompts, students rubrics for analyzing= =20 student work, or to analyze student strengths an= d=20 needs to determine instruction decisions.
3.= 1h=20 There is no expectation for the instructional st= aff to=20 provide follow-up or timely and effective feedba= ck as=20 a means to impact or enhance student learning.=20
4.1a School leadership has not implemented p= olicy=20 to limit the disruption of instruction related t= o=20 passing through from one classroom to another. M= any=20 students disregard behavior standards. Many staf= f=20 members do not impose consequences when students= =20 violate the rules. Disruptions routinely interfe= re=20 with instruction. Few teachers address student=20 tardiness with consistency. There is no process = for=20 managing student movement throughout the buildin= g.=20 Discipline data are collected but not analyzed.= =20
4.1b A commitment to high expectations is no= t=20 always demonstrated by the practices of school=20 leadership or the school as a whole. There is no= =20 evidence that the school has developed a vision = or=20 belief statement.
4.1c Few teachers hold hig= h=20 academic and behavioral expectations for their=20 students. Few teachers employ instructional stra= tegies=20 to accommodate the differing learning styles of= =20 students. Many teachers do not use lesson planni= ng as=20 an opportunity to map students’ academic n= eeds.=20
4.1d The Student Handbook contains a mission= =20 statement that varies from the mission statement= =20 published in the ACSIP. The master schedule is n= ot=20 developed to provide a common planning time that= would=20 allow teachers in a department to collaborate an= d=20 develop collegial relationship with other depart= ment=20 members. There is no evidence that classified an= d=20 certified staff work together to intentionally=20 correlate the academic activities with day-to-da= y=20 routine experiences to create an opportunity for= =20 students to gain life skills.
4.1e There is = no=20 district policy that links the value of effectiv= e=20 teaching with students’ academic performan= ces. Few=20 teachers informally build, reflect on, and revis= e=20 their classroom practices to fit the prevailing = needs=20 of their students. Students are not provided for= mal=20 opportunities to reflect on and provide feedback= =20 relevant to the effectiveness of their teachers&= #8217;=20 instructional practices.
4.1f Conflicts in t= he=20 master schedule limit course options for some=20 students. The special education co-teachers do n= ot=20 assume an active role in the instructional proce= ss in=20 the regular classroom setting. The district does= not=20 have a policy requiring a flexible master schedu= le.=20
4.1g Computer-generated report cards allow l= ittle=20 opportunity for detailed explanation of student= =20 performance.
4.1h Few staff members develop = and=20 maintain a nurturing learning environment within= their=20 classroom that motivates students to aspire to r= each=20 high levels of achievement. There is not formal= =20 recognition of student achievement until the end= of=20 the year at a scheduled awards ceremony. Student= s have=20 not been formally assigned to an adult who meets= with=20 them regularly and serves as an advocate for the= m.=20
4.1i The school does not have a communicatio= n plan=20 that guides communication with stakeholders. Alt= hough=20 the district site includes a link to each school= in=20 the district, the link to North Pulaski High Sch= ool is=20 not active. The school does not regularly publis= h=20 letters, newsletters, or a newspaper to dissemin= ate=20 information to stakeholders.
4.1j The school= has=20 not developed a coordinated plan for recognizing= =20 student achievement. There is no plan or process= to=20 share students’ successes with community p= artners and=20 other stakeholders.
4.1h The school has not= =20 developed a climate and culture that minimize th= e=20 impact of physical, cultural, and socio-economic= =20 factors on learning. Nothing in the ACSIP indica= tes=20 that implementation of this goal is to ever be=20 monitored or evaluated.
5.1a Policies do not= =20 target the active recruitment of parents and com= munity=20 members. Parents are not involved as active part= ners=20 in removing barriers to student success. Most=20 school-to home communications are reactive, deal= ing=20 with issues of student behavior or academic=20 performance. Parent involvement is not solicited= on a=20 regular basis. Many parents indicate their willi= ngness=20 to help if asked.
5.1b The school does not h= ave a=20 transition plan that accommodates students who s= core=20 70% or better on the Apex to re-enter a regular= =20 program of study. There is no process to assess = the=20 impact of the remedial instructional program on= =20 student learning. Students do not have equal acc= ess to=20 the core curriculum.
5.1c The school does no= t have=20 organizational structures in place to support=20 instructional practices to reduce barriers to=20 learning. Differentiated instructional strategie= s are=20 not utilized by all teachers. There has not been= an=20 intentional effort to purchase instructional mat= erials=20 at varied reading levels to meet the instruction= al=20 needs of all students. There is a lack of coordi= nated=20 initiatives to remove barriers to success.
5= .1d=20 Programs are not evaluated for effectiveness or = impact=20 on student learning. Students are provided with= =20 limited opportunities for receiving additional=20 assistance beyond the regular classroom instruct= ion to=20 support their learning. The scheduled twenty-min= ute=20 Intervention Period is not monitored for=20 implementation or evaluates to determine its=20 effectiveness. There is no formal collaboration= =20 between interventions teachers are the classroom= =20 teachers.
5.1e The school maintains student= =20 records related to students’ academic and = education=20 development. Cumulative student records contain= =20 current and relevant data and are organized and= =20 available for appropriate school staff. Student= =20 records are maintained in a vault and controlled= for=20 access by designated school staff. The Learning= =20 Institute and ACTAAP student achievement data ar= e=20 maintained in a student database.
6.1a=20 Professional development is not seen as a proces= s that=20 will lead to improved learning and teaching over= time.=20 There is no direct or systematic connection betw= een=20 individual professional growth plans, profession= al=20 development opportunities, and evaluation of tea= ching.=20 Professional learning communities have been init= iated=20 and are organized by planning periods. Not all=20 teachers regularly participate in these groups.= =20
6.1b The school does not have an intentional= plan=20 for building instructional capacity through on-g= oing=20 professional development. The analysis of studen= t=20 achievement data to determine short- and long-te= rm=20 professional development needs of teachers and=20 administrators is limited and rudimentary.
6= .1c=20 Professional development needs are not identifie= d or=20 reinforced through the evaluation process. Teach= ers do=20 not provide progress updates on their individual= =20 professional growth plans. Few professional=20 development offerings are in alignment with goal= s for=20 student performance, such as with special educat= ion=20 inclusion.
6.1d There is no formal process t= o=20 identify priorities for school professional=20 development. School leadership does not identify= =20 teachers’ individual professional developm= ent needs=20 through surveys or other means. There are limite= d=20 offerings that focus directly on student learnin= g=20 goals identified in the ACSIP, such as improveme= nt in=20 open response test items. Knowledge gained from= =20 professional development is not always used by=20 teachers or school leadership to improve student= =20 learning. Most co-teaching classes implement onl= y a=20 support model, in which the special education te= acher=20 is not actively engaged in the teaching of the l= esson.=20 Common planning time or opportunity for joint pl= anning=20 is not available. Professional development=20 opportunities do not always enhance professional= =20 practices or academic expectations as demonstrat= ed by=20 1000 Places to See Before You Die and Geocaching= =20 Online Travel Bug.
6.1f There is limited ana= lysis=20 of student achievement data to determine short- = or=20 long-term professional development needs. Studen= t work=20 is seldom analyzed to change instructional pract= ices=20 in the classroom.
6.2a The evaluation system= does=20 not focus on the learning goals found in the ACS= IP or=20 individual growth needs of staff.
6.2b No=20 mechanism is in place to address specific needs = that=20 are unique to the building.
6.2d The evaluat= ion of=20 personnel has a minimal impact on student achiev= ement=20 and effective teaching practices.
6.1e=20 Professional development is not ongoing, long te= rm or=20 job embedded. The intervention coaches do not mo= del=20 lessons or guide effective instruction in the=20 classroom. Professional development activities a= re not=20 evaluated to determine the degree of implementat= ion of=20 newly acquired strategies in the classroom or it= s=20 impact on student learning. Classroom walkthroug= hs do=20 not focus on implementation of newly acquired=20 strategies gained from professional developments= .=20 Intentional and meaningful follow-up is seldom=20 provided. Reflection is not an intentional compo= nent=20 of professional development.
6.2c The Apprai= sal of=20 Teacher Performance is not designed to require a= =20 direct link between individual professional grow= th=20 plans and improved teaching and student learning= . The=20 individual professional growth plan is not viewe= d by=20 most staff as a tool to improve teaching and lea= rning.=20 The individual growth plan is viewed by most sta= ff=20 only as an activity to be completed, not as a pa= rt of=20 an improvement cycle. Individual professional gr= owth=20 plans are not developed in collaboration with sc= hool=20 leadership. There is no component for reflection= on=20 the individual professional growth activities.=20
6.2e Recent professional development activit= ies of=20 school administrators do not reflect individuali= zed=20 school leadership needs based on student achieve= ment=20 data found in the ACSIP.
6.2f The evaluation= =20 process does not have an intentional link to=20 individual professional growth plans. Individual= =20 professional growth plans are not collaborativel= y=20 developed.
7.1d School leadership has no=20 systematic, intentional process to use disaggreg= ated=20 data for meeting the needs of a diverse student= =20 population. Other specific strategies designed t= o=20 address the disparity between the performance of= =20 African-American students and other students are= not=20 present in the ACSIP.
7.1e School leadership= has=20 established a leadership team consisting of the= =20 academic coaches, department chairpersons, couns= elors,=20 and administrators. This team has not received t= he=20 guidance, direction, or training necessary to bu= ild=20 capacity. No formal training has been provided f= or=20 implementation of the research-based professiona= l=20 learning community concept. There is no formal p= rocess=20 at the school for identifying the professional=20 development needs necessary to improve instructi= on.=20
7.1h School leadership does not consistently= =20 provide the organizational policy and resources= =20 necessary for the implementation and maintenance= of a=20 safe and effective learning environment.
7.1= i=20 Instructional practice does not reflect attentio= n to=20 student needs, learning styles, or research-base= d=20 strategies. There is no formal process in place = or=20 system of accountability to measure the effectiv= eness=20 of co-teaching.
7.1k The principal has not h= ad=20 professional development in the identification o= f=20 research-based best practices and specific strat= egies=20 to look for in the classroom. Training has not b= een=20 provided for participants to meet district=20 expectations for professional learning communiti= es or=20 to reflect the practice as demonstrated by resea= rch.=20
7.1a The mission statement has not been revi= sed=20 this school year and does not reflect input from= all=20 stakeholders. The master schedule does not refle= ct an=20 intentional focus on addressing the academic nee= ds of=20 all students. District leadership expressed=20 uncertainty about what would be required to effe= ct=20 significant improvement at the school in the nea= r=20 future. The school improvement plan is not=20 consistently reviewed to reflect current philoso= phies=20 of the school and community or to provide ongoin= g=20 updates of plan implementation or the impact on= =20 student achievement.
7.1b Leadership decisio= ns are=20 not data-driven or focused on student academic=20 performance. There is no time provided in the ma= ster=20 schedule for collaborative planning.
7.1c Go= als=20 are not individualized or collaboratively develo= ped=20 and do not reflect a focus on improving student= =20 academic performance by meeting the professional= =20 development needs of administrators.
7.1f Th= ere is=20 no policy to protect instructional time. School= =20 leadership does not provide structure for the ti= me to=20 be used efficiently to address student academic = needs.=20
7.1g Feedback to teachers from these walkthr= oughs=20 does not reflect clear priorities for instructio= nal=20 practice. There is little meaningful dialogue re= lated=20 to classroom walkthroughs.
7.1j Neither the = local=20 board of education not the superintendent has=20 expressed a sense of urgency for addressing stud= ent=20 academic performance deficiencies identified in = the=20 scholastic audit reports.
8.1a The district = does=20 not have resource management policies. There is = no=20 formal procedure in the school to include parent= s or=20 non-instructional staff in requesting or allocat= ion=20 discretionary funds.
8.1b All students are=20 expected to complete the Smart Core, as identifi= ed by=20 the State of Arkansas. Criteria for admission in= to the=20 various levels of classes (regular, pre-advanced= =20 placement and advanced placement) are not clearl= y=20 defined. The master schedule creates conflicts f= or=20 some students.
8.1c There is no policy that= =20 addresses assignments related to specific studen= t=20 learning needs or the school’s improvement= plan.=20
8.1d Few teachers have “bell work̶= 1; assignments for=20 students at the beginning of the class period. T= here=20 is little evidence of bell-to-bell teaching or=20 learning. Classroom instruction is regularly=20 interrupted by students and others who are requi= red to=20 travel through one classroom in order to reach=20 another. The Intervention Period is largely=20 unstructured and is seen by many students and te= achers=20 as unproductive. The schedule is not adjusted to= =20 address instructional needs.
8.1f The master= =20 schedule is not aligned with the school’s = mission or=20 the school’s improvement plan. Student lea= rning styles=20 have been determined by a few teachers. Lecture,= =20 textbook exercises and worksheets are the predom= inant=20 modes of instruction for many teachers; some tea= chers=20 use a variety of instructional strategies.
8= .2a=20 General funds are allocated to the school based = on=20 enrollment without regard to identified needs or= =20 school-improvement status. No formal process exi= sts to=20 establish funding priorities prior to adoption o= f the=20 budget.
8.2b The district does not have a po= licy=20 regarding the distribution of discretionary fund= s. No=20 formal needs assessment is conducted to help det= ermine=20 spending priorities at the district or building = level.=20 The school’s improvement plan is not inten= tionally=20 considered when building-level expenditures are = made.=20
8.2c The school’s regular funding allo= cation is=20 not intentionally tied to the schools improvemen= t=20 plan. No criteria (other than improved test scor= es)=20 have been identified to evaluate the effectivene= ss of=20 these expenditures.
8.2d Other categorical f= unds=20 are not used to support the plan. Criteria for t= he=20 evaluation of the effectiveness of these expendi= tures=20 are lacking.
9.2a No formal process is ident= ified=20 in the ACSIP to manage achievement data. These d= ata=20 have not been disaggregated to identify specific= =20 learning expectations that need additional=20 instructional focus and are not intentionally us= ed for=20 instructional decision-making.
9.2b The anal= ysis=20 is not used in a consistent and deliberate manne= r to=20 identify specific areas of weaknesses that pinpo= int=20 curriculum and instructional needs. Student atte= ndance=20 is not directly addressed in the actions in the = ACSIP.=20
9.3a Full copies of this research have not b= een=20 reviewed by the faculty. The implications for st= udent=20 learning in the research included in the ACSIP h= ave=20 not been fully considered and are not consistent= ly=20 reflected in the actions. There is a focus on=20 integrating real-world applications across the=20 curriculum. There are few specific research-base= d best=20 practices beyond these real-world applications t= hat=20 address the needs of the subpopulations included= in=20 the actions in the ACSIP.
9.3b Survey and=20 achievement data have not been analyzed for the= =20 purpose of school improvement planning or identi= fying=20 gaps in student learning. 9.3c ACSIP goals are b= road=20 and general. The school does not have a vision=20 statement. Some staff members are not familiar w= ith=20 the student learning goals identified as priorit= ies in=20 the ACSIP.
9.4a Perceptual data have not bee= n used=20 to inform decision-making and instructional prac= tice=20 in the priorities of literacy and math in the AC= SIP.=20 Action statements in the ACSIP do not include=20 references to the use of this survey data in dec= ision=20 making.
9.5b There are no intermediate dates= to=20 determine progress toward implementation of acti= ons.=20
9.5c The ACSIP does not include a systematic= means=20 for evaluating the overall effectiveness of the = plan.=20 Classroom walkthroughs are not intentionally use= d to=20 gain information about implementation. Intervent= ions=20 are not being evaluated for effectiveness. The A= CSIP=20 does not provide clarity on how assessment tools= will=20 be used to improve student achievement in an ong= oing,=20 timely manner. No method is described that deter= mines=20 the actual effect of any intervention on improve= ment=20 of teaching and learning.
9.6a School leader= ship=20 provides limited direction and support for the=20 implementation of the ACSIP. The ACSIP does not= =20 reference an overall plan for implementation. No= t all=20 staff members take responsibility for implementi= ng the=20 plan.
9.6b There is no formal process to use= data=20 from The Learning Institute and other sources of= =20 assessment to compare levels of student performa= nce at=20 regular intervals.
9.6c These data are not u= sed on=20 a regular basis to evaluate the degree to which = the=20 expected impact on classroom practice is being=20 achieved.
9.6d There is no evidence that the= ACSIP=20 is formally monitored during the school year. Pa= rents=20 and community members have not been actively inv= olved=20 in the academic improvement of the school.
9= .1a A=20 different mission statement is found in the 2008= -2009=20 North Pulaski High School Student Handbook.
= 9.5a=20 An intervention is listed in math and literacy=20 entitled “Closing the Achievement Gap.R= 21; The action=20 components of this intervention do not include a= n=20 intentional focus on closing achievement gaps. A= ctions=20 in the ACSIP plan do not address the specified g= oals.=20

Goal

School administration and the Leadership Team sh= ould=20 promote high expectations for all students by prov= iding=20 professional development to assist teachers in=20 understanding their professional role, their=20 responsibility for student success or failure and= =20 positive classroom management/discipline tecniques= to=20 promote a nurturing learning environment.

Benchmark

Using on-site professional development,=20 implementation of high yield instructional strateg= ies,=20 use of positive classroom management, and demonstr= ation=20 of high expectations for all students will=20 increase.

Benchmark

During the 2009-2010 school year, North Pulaski = will=20 address scholastic audit priorities: Standard 1-3 = and=20 Standard 1-4.

Intervention: Standard=20 1-3:
Intervention: The committee will ana= lyze=20 the differences in the written, implemented,= =20 learned and tested curriculum in order to id= entify=20 curricular gaps and overlaps. This will be=20 monitored by the Academic coaches, departmen= t=20 chairs and school leadership.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Vertical alignment for each department to = plan=20 cross curricular activities for student lear= ning=20 utilizing test data to identify curricular g= aps=20 and weaknesses.
Action Type: ADE Scholast= ic=20 Audit
Action Type: Alignment
Action Ty= pe:=20 Collaboration

Principal

Start: 07/01/2009
End: 06/30/2010

District Staff
Performance Assessments
Teachers

ACTION BUDGET:

Utilize Professional Learning Communities = to=20 provide opportunities for ongoing dialogue b= etween=20 grade and content levels to help improve ver= tical=20 alignment and more readily identify gaps and= =20 overlaps.
Action Type: ADE Scholastic=20 Audit
Action Type: Alignment
Action Ty= pe:=20 Collaboration

Principal, Instructional Facilitators,=20 Leadership Team

Start: 07/01/2009
End: 06/30/2009

Performance Assessments
Teachers

ACTION BUDGET:

Training will be provided for teachers in= =20 analyzing the differences in the written,=20 implemented, learned and tested curriculum a= nd in=20 identifying curriculum gaps and=20 overlaps.
Action Type: ADE Scholastic=20 Audit
Action Type: Professional=20 Development

Principal, Instructional Facilitators,=20 Leadership Team

Start: 07/01/2009
End: 06/30/2010

Outside Consultants
Performance Assessments

<= /TD>

ACTION BUDGET:

Principal

Start: 07/01/2009
End: 06/30/2010


ACTION BUDGET:	$
Total Budget:	$0

Intervention: Standard=20 1-3:
Intervention: Teachers, Academic Coa= ches,=20 Test Administrator, Counselors and the Princ= ipal=20 will use data effectively to bring about=20 meaningful school reform.

Actions

Person Responsible

Timeline

Resources

Source of Funds

District and school leadership will provid= e=20 professional development for disaggregating= =20 testing data, giving meaningful feedback to= =20 students, and developing and using=20 rubrics.
Action Type: ADE Scholastic=20 Audit
Action Type: Professional=20 Development

Principal, Instructional Facilitators,=20 Leadership Team

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
Outside Consultants

ACTION BUDGET:

Teachers will develop and use rubrics per= =20 academic area.
Action Type: ADE Scholasti= c=20 Audit

Principal, Instructional Facilitators,=20 Leadership Team

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Teachers
Teaching Aids

ACTION BUDGET:

Teachers will use testing data to identify= =20 gaps and weaknesses in curriculum.
Action= Type:=20 ADE Scholastic Audit

Principal, Instructional Facilitators,=20 Leadership Team

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Computers
District Staff

ACTION BUDGET:

School Instructional Facilitators will pro= vide=20 professional development, so teachers can cr= eate=20 tests and activities using EOC format.
Ac= tion=20 Type: ADE Scholastic Audit
Action Type:=20 Professional Development

Instructional Facilitators

Start: 07/01/2009
End: 06/30/2010

School Library

ACTION BUDGET:

Teachers are responsible for giving studen= ts a=20 variety of meaningful feedback.
Action Ty= pe:=20 ADE Scholastic Audit

Principals

Start: 07/01/2009
End: 06/30/2010

Administrative Staff
Central Office