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School PlanLEAD HILL HIGH SCHOOLP.O. BOX 20,LEAD HILL, AR 72644-0020

Arkansas Comprehensive School Improvement Plan

2011-2012

The mission of the Lead Hill High School is to enable all students with the opportunity to make wise decisions that will meet the challenges of the future by providing a curriculum of excellence in education.

Grade Span: 7-12 Title I: Not Applicable School Improvement: SI_2

Table of Contents

Priority 1: Literacy Goal: All students will improve in reading comprehension in content, practical, and literary passages and in content and style in writing with an emphasis applying higher order thinking skills to open response questions in order to meet or exceed the 2011-2012 AYP.Priority 2: Mathematics Goal: All students will improve in mathematics skills to order to meet and exceed the required AYP for the 2011-2012 school year. All students will improve in higher order thinking skills in responding to open response questions.Priority 3: Wellness Goal: The Lead Hill School District will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average Body Mass Index (BMI)on annual screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.Priority 4: Safe and Drug Free Goal: Provide a Safe and Drug Free school environment.

Priority 1: Improve Literacy Skills with an emphasis on Open Response Reading and WritingSupporting Data: 1. GRADE 7 ACTAAP LITERACY BENCHMARK EXAM (COMBINED POPULATION): In 2011,

27 students were tested and 63% scored proficient or advanced. In 2010, 24 students were tested and 58% scored proficient or advanced. In 2009, 28 students were tested and 65% scored proficient or advanced. The trend analysis of the open response multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are Literary Passage 63.7%, Content Passage 65.5% and Practical Passage 74.5%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are Content 65.3% and Style 65.2%. GRADE 7 ACTAAP LITERACY BENCHMARK EXAM (STUDENTS WITH DISABILITIES): In 2011, 5 students were tested and 0% scored proficient or advanced. In 2010, 5 students were tested and 20% scored proficient or advanced. In 2009, 4 students were tested and 25% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types or reading passages, reveals that the lowest identified areas are: Literary Passage 39.2%, Content Passage 35.4%, and Practical Passage 25.6%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are Content 40.1% and Style 38.0%. GRADE 7 ACTAAP LITERACY BENCHMARK EXAM (SOCIO ECONOMICALLY DISADAVANTAGED) (SES): In 2011, 23 students were tested and 65% scored proficient or advanced. In 2010, 16 students were tested and 51% scored proficient or advanced. In 2009, 22 students were tested and 54% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are: Literary Passage 61.0%, Content Passage 65.1% and Practical Passage 71.7%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are Content 62.8% and Style 62.6%. Data analysis reveals the Seventh grade combined population and socio-economically disadvantaged populations need to increase their scores in practical passages in multiple choice questions and in content and practical passages in open response questions. Writing scores need to improve in content and style. Literacy 7th. Exam: In 2011, 2010,and 2009, there were fewer than 10 Students with Disabilities(IEP) in our high school. African-American: In 2011, 2010, 2009, there were fewer than 10 students in our school district. Hispanic: In 2011,2010, and 2009, there were fewer than 10 Hispanic students in our school district.

2. GRADE 8 ACTAAP LITERACY BENCHMARK EXAM (COMBINED POPULATION): In 2011,

24 students were tested and 75% scored proficient or advanced. In 2010, 31 students were tested and 77% scored proficient or advanced. In 2009, 26 students were tested and 84% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are Literary 75.2%, Content 71.5% and Practical 72.3%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are Content 68.7% and Style 68.8%. GRADE 8 ACTAAP LITERACY BENCHMARK EXAM (STUDENTS WITH DISABILITIES (IEP): In 2011, 1 student was tested and 100% scored proficient or advanced. In 2010, 3 students were tested and 0% scored proficient or advanced. In 2009, 2 students were tested and 50% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are: Literary Passage 48.9%, Content 45.5% and Practical 44.3%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are Content 51.7% and Style 51.7%. GRADE 8 ACTAAP LITERACY BENCHMARK EXAM (ECONOMICALLY DISADVANTAGED) (SES): In 2011, 17 students were tested and 77% scored proficient or advanced. In 2010, 24 students were tested and 79% scored proficient or advanced. In 2009, 14 students were tested and 71% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are: Literary 73.5%, Content 69.8% and Practical 71.0%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are: Content 68.9% and Style 68.9%. Eighth grade combined population and socio-economically disadvantaged populations need to focus on increasing scores in literary passage in multiple choice questions and content passage in open response questions. Writing scores need to improve in content and style. Literacy 8th. Exam: In 2011, 2010, 2009, there were fewer than 10 Students with Disabilities (IEP) in our school district. African-American: In 2011, 2010, 2009, there were fewer than 10 students in our high school. Hispanic: In 2011, 2010, 2009, there were fewer than 10 students in our school distict.

3. GRADE 11 ACTAAP END OF COURSE LITERACY BENCHMARK EXAM (COMBINED POPULATION): In 2011, 31 students were tested and 48% scored proficient or advanced. In 2010, 30 students were tested and 60% scored proficient or advanced. In 2009, 34 students were tested and 50% scored proficient or advanced. The trend analysis of the open response and mulitple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are Literary 65.4%, Practical 65.4%,and Content Passage 65.0%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is Content 71.1% and Style 71.7%. GRADE 11 ACTAAP END OF COURSE LITERACY BENCHMARK EXAM (STUDENTS WITH DISABILITIES)(IEP): In 2011, 6 students were tested and 0% scored proficient or advanced. In 2010, 3 students were tested and 33% scored proficient or advanced. In 2009, 5 students were tested and 0% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are: Literary 39.9%, Practical Passage 38.9% and Content Passage 35.1%. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified areas are Content 49.0% and Style 49.5%. GRADE 11 ACTAAP LITERACY END OF COURSE BENCHMARK EXAM (ECONOMICALLY DISADVANTAGED)(SES): In 2011 21 students were tested and 52% scored proficient or advanced. In 2010, 21 students were tested and 57% scored proficient or advanced. In 2009, 25 students were tested and 40% scored proficient or advanced. The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified areas are: Literary 61.5%, Practical 61.5%,Content 61.1%.The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is Content 67.9% and Style 68.5%. EOC Literacy students need to increase their scores in content in multiple choice questions and in content and literacy passages in open response. Writing scores need to improve in content and style. Literacy(11th,)(EOC): In 2011, 2010, 2009,there were fewer than 10 Students with Disabilities (IEP) in our high school. African-American: In 2011, 2010, 2009, there were fewer than 10 students in our school district. Hispanic: In 2011, 2010, 2009, there were fewer than 10 Hispanic students in our school district.

4. GRADE 9 IOWA TEST (COMBINED POPULATION) In 2010-2011 25 students were tested and 68% scored at or above the 50th percentile in total language. In total reading 68% scored above the 50% percentile.

5. GRADE 9 SAT 10 In 2009-2010, 29 students were tested and 41% scored at or above the 50th percentile in language. In 2008-2009, 35 students were tested and 29% had a NPR score of 50, or above in READING COMPREHENSION, 35% had a NPR score of 50, or above in LANGUAGE, 38% had a NPR score of 50, or above in LANGUAGE MECHANICS, and 32% had a NPR score of 50, or above in LANGUAGE EXPRESSION. In 2008, 28 students were tested and 50% had a NPR Score of 50, or above. GRADE 9 SAT 10 (ECONOMICALLY DISADVANTAGED)(SES) In 2010, 21 students were tested and 38% scored at or above the 50th percentile in language. In 2009, 23 students were tested and 17% scored a NPR of 50% or above in READING COMPREHENSION, 27% scored a NPR of 50% or above in LANGUAGE, 32% scored a NPR of 50% or above in

LANGUAGE MECHANICS, and 23% scored a NPR of 50% or above in LANGUAGE EXPRESSION. In 2008, 18 students were tested and 50% had a NPR Score of 50, or above. GRADE 9 SAT 10 9(STUDENTS WITH DISABILITIES (IEP): In 2010, 1 student was tested and 0% scored at or above the 50th percentile in language. In 2009, 8 students were tested and 0% scored a NPR of 50 or above in READING COMPREHENSION, 0% scored a NPR of 50 or above in LANGUAGE, 13% scored a NPR of 50 or above in LANGUAGE MECHANICS, and 0% scored a NPR OF 50 or above in LANGUAGE EXPRESSION. In 2008, 4 students were tested and 25.0% had a NPR Score of 50, or above. Ninth grade students need to improve their reading comprehension scores on the SAT 10 in order to rasie the number of students scoring at/above the 50 NPR.

6. Graduation Rate:In 2010-2011 Lead Hill High School met the required AYP Graduation rate of 85%. In 2009-2010 the Lead Hill High School met the AYP Graduation rate of 73.0%. In 2007-2008 the Lead Hill High School Graduation rate was 76.67%.

7. College remediation rate: The college remediation rate for 2010-2011 school year was 50%.For 2009/2010, the college remediation rate was 48%. In 2008-2009 the college remediation rate was 62.5%.

8. English ACT scores: In the 2010-2011 school year, the average English ACT score was 21.1. In the 2009/2010 school year, the average English ACT score was 17.0. In the 2008/2009 school year, the average English ACT score was 19.1.

9. Reading ACT scores: In 2010-2011 school year the average Reading ACT score was 22.1. In 2009/2010, the average Reading ACT score was 18.4. In 2008/2009, the average ACT score for reading was 19.6.

10. ACT Composite Scores: In the 2010-2011 school year the ACT average composite score was 20.9 In the 2009/2010 school year the ACT average composite score was 19.4. and 2008-2009 composite score was 19.8.

11. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Literacy and Mathematics Teams and analyzed the test scores from the 2011 administration of the 7th. and 8th. grade Augmented Benchmark,SAT 10 Exams, and EOC exams. We examined the results for both the combined population and each subpopulation. We heard a report from our ACSIP team chairs who showed written evidence documenting our main areas of weakness. In addition, we studied our Attendance, Disciplinary, and Achievement Data over the past three years. We aggregated and disaggregated all the data for the purpose of determining student learning and behavior needs. We looked at the trend data provided by the Learning Institute in order to better identify the areas of need and to help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement, among our various populations. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. Our data analysis led us to prioritize these areas: Open Response passages in Literacy, Content and Style in Writing, and Open Response Passages in Mathematics. We will select Interventions, and use funds that put us in the best postition to address these needs. In 2010/2011 Lead Hill High School met the required AYP Graduation rate. Data analysis reveals the Seventh grade combined population and socio-economically disadvantaged populations need to increase their scores in practical passages in multiple choice questions and in content and practical passages in open response questions. Writing scores show that 7th and 8th grades need to improve in content and style. The trend analysis of the open response questions shows EOC Literacy students need to increase their scores in content in multiple choice questions and in content and literacy passages in open response. Writing scores need to improve in content and style. Our focus this year will be to expose students to more open response type questions and more writing strategies to improve writing and literacy scores.

GoalAll students will improve in reading comprehension in content, practical, and literary passages and in content and style in writing with an emphasis applying higher order thinking skills to open response questions in order to meet or exceed the 2011-2012 AYP.

Benchmark

Lead Hill High School students did not meet the Literacy Benchmark standards in 2010/2011 for the combined population. Their score was 60.5% which did not meet the Adequate Yearly Progress. The combined population did not meet the proficiency change for 2010/2011. Lead Hill School students will increase their performance by 23.38% in order to meet the 2011/2012 AYP of 83.88 expected performance level. The Economically Disadvantaged subpopulation scored 62.7% which is below AYP. Their performance will increase by 21.18% to meet the 2011/2012 Benchmarks expected performance levels.

Intervention: Standards-based literacy will be implemented with an emphasis on open response reading in content and practical passage with Four Square and 6+1 Traits of Writing strategies for writing.Scientific Based Research: Kavauagh, Rebecca, "Help Middle School Students Improve Writing Skills",2010. WWW.sciencedaily.com/releases/2008/May 28/Journal Reference.Actions Person Timeline Resources Source of Funds

ResponsibleAll course content instructors will incorporate open response writing questions in classwork and nine weeks tests to order to give students practice in using higher order thinking skills and to give students opportunity to practice open response skills to prepare for Benchmark exams.Action Type: Alignment

All Classroom Teachers

Start: 07/01/2011End: 06/30/2012

Performance Assessments

ACTION BUDGET: $

Lead Hill School will provide a remediation program for those students scoring below proficient on the literacy ACTAAP Benchmark exams. Materials and supplies will be purchased to enhance the program's effectiveness.Action Type: AIP/IRI

Steve Williams

Start: 07/01/2011End: 06/30/2012

Computers Performance

Assessments

NSLA (State-281) - Materials & Supplies:

$2000.00

ACTION BUDGET: $2000

TLI's writing domain scoring rubrics will be used to evaluate student performance on open response writing. Teachers will use the TLI Learning Assessment Modules to adjust teaching and writing priorities.Action Type: Collaboration

Classroom teachers

Start: 07/01/2011End: 06/30/2012


Teachers ACTION BUDGET: $

Students in English classes will be using journals to practice pre-writing skills, and writing in response to classroom teacher prompts.Action Type: Alignment

K. Hawkins Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Teachers will use Four Square strategies for information/expository writing. Four Square guides students to write clear, concise, organized papers. It teaches students to write topic sentences and connect ideas. Helps students establish a sense of order over the information in the paper. It requires students to support topics, give examples and explanations, and to write a conclusion that stays on topic. Gives students guidance, support, and direction for becoming successful writers. Action Type: Alignment


Teachers Teaching Aids

ACTION BUDGET: $

EBSCO databases will be used by students to collect data for research reports to improve student writing and research strategies. The Traveler database program is provided free to all schools in Arkansas.Action Type: Technology Inclusion

Kristine Hawkins, Linette Ribando

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

Early College High School (ECHS) Distance Learning classes will be offered to high school students through the compressed video state network. Students may receive college credit as well as high school credit for these classes. A .50 FTE paraprofessional will be hired to monitor the Long Distance Learning classes.Action Type: Alignment

Steve Williams, Colene Eli

Start: 07/01/2011End: 06/03/2012


Teachers

NSLA (State-281) - Employee Benefits:

$3700.00

NSLA (State-281) - Employee Salaries:

$10647.00


All CRT( ACTAAP Benchmarks and End of Course Exams) data, NRT (Stanford 10)data, and TLI assessment tests will be analyzed to determine classroom instruction strategies, curriculum, and professional development needs. Academic Improvement Plans for students scoring below Proficient on the Benchmarks will be developed and implemented in the classroom. The AIP will include specific strategies for individual students based upon needs in relation to the standards based curriculum, benchmark scores, and TLI assessments. Parents will be involved in the development of the plan. The students will be frequently assessed using TLI. Test results will be used to monitor and adjust specific strategies for future effectiveness of instructional interventions. Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Technology Inclusion

Steve Williams

Start: 07/01/2011End: 06/30/2012



Teachers will use the data from the TLI to determine the extra attention a student may need to be proficient or meet growth on the ACTAAP. The information will also be used intermittently to update information on a student's AIP. The 2011-2012 school year will be the third year that this program will be in place. Data will be collected over the year regarding its use and effectiveness.Action Type: AIP/IRI

Steve Williams

Start: 06/30/2011End: 07/01/2012


ACTION BUDGET: $

Special Education instructors and paraprofessional aides will work with classroom teachers and parents to ensure the students identified with special needs will be provided the materials and modifications necessary to accommodate those needs.Action Type: CollaborationAction Type: Parental EngagementAction Type: Special Education

Steve Williams

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

Continue technology expansion of Elmo's, Air Slates and LCD projectors for teaching strategies and in analyzing student work.Action Type: Technology Inclusion

Steve Williams

Start: 07/01/2011End: 06/30/2012

Teaching Aids

ACTION BUDGET: $

EVALUATION: The 2011 content score was 66.5% and the style score was 66.5% for writing for the Seventh Grade Benchmarks.The 2010 content score was 64.8% and the style score was 64.5% for writing for the Seventh Grade Benchmarks. The 2009 content score was 64.5% and the style score was 64.5% for writing for the Seventh Grade Benchmarks. The 2011 content score was 67.1% and the style score was 67.4% for writing for the Eighth Grade Benchmarks. The 2010 content score

Steve Williams

Start: 07/01/2011End: 06/30/2012

ACTION BUDGET: $

was 73.1% and the style score was 73.1% for the Eighth grade benchmarks. The 2009 content score was 65.5% and the style score was 65.% in writing for the Eighth grade benchmarks. The 2011 content score was 73.5% and the style score was 74.1% for writing for the EOC Literacy exam. The 2010 content score was 67.0% and 78.4% for the EOC Literacy exam in writing. The 2009 content score was 73.1% and the style score was 73.9% for the EOC Literacy exam in writing. Our focus will be to expose students to more writing strategies and more writing experiences to help improve writing scores. The EOC Literacy Proficiency rate for 2011 was 48%. The EOC Literacy Proficiency rate for 2010 was 60%. The EOC Literacy Proficiency rate for 2009 was 50%. The Seventh grade Literacy Proficiency rate for 2011 was 63%. The Seventh grade Literacy Proficiency rate for 2010 was 58%. The Seventh grade Literacy Proficiency rate for 2009 was 61%. The Eighth grade Literacy Proficiency rate for 2010 was 77%. The Eight grade Literacy Proficiency rate for 2009 was 84%. Our focus this year will be to expose students to more open response type questions to help improve the Literacy test scores. Action Type: Program Evaluation7th grade students will practice writing for open response test questions in English Remediation Lab.Action Type: AIP/IRI



Teaching Aids ACTION BUDGET: $

Teacher will attend workshops on Arkansas History through Literature and Writing Responses to LiteratureAction Type: Professional Development

Walter Severs

Start: 07/01/2011End: 06/30/2012

Teaching Aids

ACTION BUDGET: $

Two class sets of updated dictionaries (60) will be purchased to improve students' research and writing skills.Action Type: Equity

Linda Saylors

Start: 07/01/2011End: 06/30/2012


$900.00

ACTION BUDGET: $900

150 iPads and protective covers (less than $1000 per unit) will be purchased for student use to upgrade technology capabilities, to enhance student motivation, and performance in the classroom.Action Type: AlignmentAction Type: EquityAction Type: Technology Inclusion

Steve Williams

Start: 07/01/2011End: 06/30/2012

Administrative Staff Teachers


$70000.00


Up-to-date books, especially nonfiction, including encyclopedias, will be purchased to supplement required materials to be used under the new Common Core Curriculum standards

Linda Saylors

Start: 07/01/2011End: 06/30/2012



$3000.00

requiring the teaching of literacy through content and higher order thinking required when reading nonfiction. Action Type: AlignmentAction Type: Equity


Total Budget: $90247

Intervention: Development of a plan for involvement of parents in the school environment in order to promote increased achievement.Scientific Based Research: Risko, Victoria J. and Doris Walker-Halhouse. Parents and Teachers: Talking With or Past One Another-or Not Talking at All. The Reading Teacher, 62(5), pp. 442-444.

Actions Person Responsible Timeline Resources Source of Funds

We will provide Professional Development opportunities for teachers to attend trainings for implemented programs and to keep abreast of new effective teaching strategies. Some of these Professional Development trainings include The Learning Institute model of assessment, Special education sessions, Writing workshops, Pre AP, AAIM Conference, and other appropriate Arkansas curriculum conferences.Action Type: Professional Development

Steve Williams

Start: 07/01/2011End: 06/30/2012

Administrative Staff Outside Consultants

ACTION BUDGET: $

EDLINE is a web-based technology that gives parents access for checking students' grades and to meet online communication needs with teachers. It is designed to build greater capacity to further two-way communication between school and parents, harnessing the power of parent involvement, supporting teachers, and engaging the learning community. We will seek input to determine how effective the technology tool is.Action Type: Parental EngagementAction Type: Technology Inclusion

Steve Williams

Start: 07/01/2011End: 06/30/2012


Assessments

NSLA (State-281) - Purchased Services:

$1812.00


Lead Hill High School will comply with the PARENTAL ENGAGEMENT REQUIREMENTS as outlined in ACT 307 of 2007(amended ACT 603 of 2003). The Parental Involvement Plan will include all required activities. The components that are present in the plan are: 1. Informational packets 2. Parent involvement meetings 3. Volunteer resource book. 4. The handbook will include the school's process for resolving parental concerns. 5. Seminars to inform the parents of high school students how to be involved in decision-making. 6. Enable the formation of PTA/PTO 7. Parent facilitator will be selected for the school from the certified staff. 8. Two parent/ teacher conferences. Action Type: CollaborationAction Type: Parental Engagement

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Parent/Teacher Conferences will be scheduled 4 times yearly to inform parents of the academic progress of each student. School will be dismissed early to

Steve Williams

Start: 07/01/2011End: 06/30/2012

District Staff Performance

Assessments ACTION BUDGET: $

allow parents to attend conferences after the normal school day.Action Type: Parental Engagement

Teachers

A Parental facilitator has been designated from the certified staff to oversee the Parental Involvement program, attend trainings, helps organize training for staff and parents, helps promote a welcoming atmosphere to foster parental involvement, and helps ensure that parental involvement participation is recognized as an asset to the school.Action Type: Parental Engagement

Janice Duffy Start: 07/01/2010End: 06/30/2011

Administrative Staff Community Leaders District Staff Teachers Teaching Aids

ACTION BUDGET: $

A volunteer resource book will be developed from surveys sent home to parents. Parents will be asked to identify any interests and their availability for volunteering at school or home. Action Type: Parental Engagement


District Staff Teachers

ACTION BUDGET: $

The school counselor will sponsor seminars to inform the parents of high school students about how to be involved in decisions affecting course selection, career planning, and preparation for postsecondary opportunities.Action Type: Parental Engagement


District Staff

ACTION BUDGET: $

Parent involvement activities will be held to involve parents in their student's education. These activities include Agricultural activities, Math competitions, Science Fair, School Book Fair, Music programs, Art Exhibitions, Spelling Bee, Quiz Bowl, and the Volunteer Celebration.Action Type: Parental Engagement

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

School events are published in the campus newsletter and Harrison Daily Times to inform parents of events happening at school that involve their students. Action Type: Parental Engagement

Regina Brown, Steve Williams

Start: 07/01/2011End: 06/30/2012

Administrative Staff District Staff

ACTION BUDGET: $

Lead Hill High School will encourage communication with parents by preparing and distributing informational packets annually to the parents of each student in school. The packet included information about the school's parental involvement program, the recommended role of the parent, student, teacher, and school; ways for parents to become involved in the school and his or her child's education.Action Type: Parental Engagement

Steve Williams, Janice Duffy

Start: 07/01/2011End: 06/30/2012

Administrative Staff

ACTION BUDGET: $

The Lead Hill School District's Alumni Advisory Committee will meet to provide input for school improvement and school issues.Action Type: Parental Engagement

Diana Halbmaier

Start: 07/01/2011End: 06/30/2012

Community Leaders

ACTION BUDGET: $

The Lead Hill Parent Teacher Organization is active in fundraising and support for the school. The Lead Hill Fall Harvest Supper is sponsored annually by the PTO in November.Action Type: Collaboration

Steve Williams

Start: 07/01/2011End: 06/30/2012

Community Leaders

ACTION BUDGET: $

Action Type: Parental EngagementA Parent Center has been designated to house resources for parents and as an area for parent use. Parenting books and magazines, and other informative material regarding responsible parenting can be borrowed by parents.Action Type: Parental Engagement

Regina Brown

Start: 07/01/2011End: 06/30/2012

Computers Teaching Aids

ACTION BUDGET: $

The Lead Hill High School handbook will contain the school process for resolving parental concerns. The handbook will include how to define a problem, who to approach first, and how to develop solutions.Action Type: Parental Engagement

Steve Williams, Regina Brown

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

To help out parents in assisting their children our school shall: Schedule regular Parental Involvement Meetings at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students are assessed. C. What parents should expect for their child's education. and D. How a parent can assist and make a difference in their child's education. Action Type: Parental Engagement

Regina Brown

Start: 07/01/2011End: 06/30/2012

ACTION BUDGET: $

Volunteer sign-in sheets and daily logs of volunteer hours will be maintained throughout the year as part of an ongoing evaluation of this intervention. Documented attendance at parent/teacher conferences, parent night activities, Open House night, and other evidence of parental involvement will be reviewed by building principals and the parent coordinator periodically throughout the year to assess the effectiveness of the Parental Involvement Program. A parental engagement survey will be distributed in order to gain feedback on the effectiveness of the school's parental involvement efforts. The Parent Advisory Committee will review this data and make improvement recommendations for the next year.Action Type: Parental Engagement

Steve Williams

Start: 07/01/2011End: 06/30/2012

ACTION BUDGET: $

HOMELESS-The Lead Hill School District has identified students as "homeless", according to the definition of the McKinney-Vento Homeless Education Act. Money has been set aside to be used to meet the needs of those students.Action Type: Equity

Joyce Duncan

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Total Budget: $1812

Intervention: Teachers will use The Learning Institute assessments to make sure they are teaching the appropriate material, and what materials they assess are congruent.Scientific Based Research: The Learning Institute (2010) The Literacy Program. www.tlionline.net/index.php?option=com_content


All teachers attended professional development for The Learning Institute alignment. The school curriculum will be aligned to make sure what teachers teach, how they teach, and what they assess are congruent.Action Type: AlignmentAction Type: Professional Development

All classroom teachers

Start: 07/01/2011End: 06/30/2012

Administrative Staff District Staff

ACTION BUDGET: $

Teachers will organize and chart student progress using disaggregation and monitoring data provided by TLI.Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012


Assessments Teachers

ACTION BUDGET: $

Instructional practices in the classroom will be aligned with the frameworks. Lesson plans will reflect that effort.Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Teachers will incorporate higher order thinking skills in classroom guided and independent activities related to the learning objective. We will emphasize applying these thinking skills to open response questions.Action Type: Alignment

Steve Williams, Classroom teachers

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

The Lead Hill School District is using the Learning Institute model of assessment for the school year. TLI's web portal is an online tool to help school districts improve student achievement through a process of curriculum alignment, teaching and assessing curriculum, analyzing assessment results and taking action based on those results. All teachers will have copies of the TLI assessment test schedule and assessment map. The assessment map will list all the potential SLEs or skills for the module assessments. For reading and writing, the map will also provide the reading passage and writing prompt for each module. With this information, teachers can prepare their students for each upcoming assessment, making certain they have been taught each of the SLEs/skills they may see on the test. The 2011-2012 is the third year for using the TLI program of assessment. We will monitor the quarterly assessments for student improvement in preparation for the Benchmarks.Action Type: Alignment

Regina Brown, Steve Williams, Classroom teachers

Start: 07/01/2011End: 06/30/2012

Central Office Computers Performance

Assessments

ACTION BUDGET: $

Classroom teaching and learning strategies will be monitored through Classroom Walkthrough visits and submission of electronic lesson plans.Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Literacy and Mathematics Teams and analyzed the test scores from the 2011 administration of the 7th. and 8th. grade Augmented Benchmark,SAT 10 Exams, and EOC exams. We examined the results for both the combined population and

Steve Williams

Start: 07/01/2011End: 06/30/2012



each subpopulation. We heard a report from our ACSIP team chairs who showed written evidence documenting our main areas of weakness. In addition, we studied our Attendance, Disciplinary, and Achievement Data over the past three years. We aggregated and disaggregated all the data for the purpose of determining student learning and behavior needs. We looked at the trend data provided by the Learning Institute in order to better identify the areas of need and to help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement, among our various populations. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. Our data analysis led us to prioritize these areas: Open Response passages in Literacy, Content and Style in Writing, and Open Response Passages in Mathematics. We will select Interventions, and use funds that put us in the best position to address these needs. Action Type: AlignmentA .15 FTE Student Counselor will be employed above and beyond the required days that are contracted to map student's progress, monitor students' needs and results of TLI module assessments. Action Type: Alignment




$2332.00


$4489.05

ACTION BUDGET: $6821.05

PEER REVIEW/EVALUATION OF PROGRAM, Act 807: An evaluation of the over all plan will be conducted each year to make sure we are working effectively to improve the performance of our students in literacy on the Benchmark Exam. Results of this evaluation will be used as we develop our plan for the next year. Each team will meet to discuss the actions contained in their priority. Then the faculty will meet with each team's recommendations and participate in a campus-wide evaluation. Letters will be sent to non-faculty members of the ACSIP team inviting them to take part in this evaluation. A peer review will take place in the fall before the plan is submitted. The ACSIP chairs will meet, exchange plans, and review each using

Steve Williams, Janice Duffy

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

the rubric provided by the ADE.Action Type: Program EvaluationTotal Budget: $6821.05

Intervention: Renaissance Reading program will be used to monitor student reading comprehension.Scientific Based Research: Rodriquez,Steve,"The Accelerated Reader Program's Relationship to Student Achievement on the English Language Arts California Achievement Test". The Reading Matrix , Vol 7, No 3, December, 2007.


English teachers of students in grades 7-12 will use the Renaissance Learning Program, a computerized reading program to instill in students the habit of independent and recreational reading and improve reading comprehension. The Renaissance Learning Program has been shown to improve school performance in literacy. Action Type: AlignmentAction Type: Special EducationAction Type: Technology Inclusion

K. Hawkins, Linette Ribando

Start: 07/01/2011End: 06/30/2012


Assessments School Library


$1600.00


Teachers will require students in Seventh, Eighth, Ninth, Tenth, Eleventh and Twelfth grades to take the S.T.A.R Diagnostic Test at the beginning of the school year to assist in recommendation of appropriate reading materials for students within their reading lexile range. Action Type: Technology Inclusion

Kris Hawkins, Linette Ribando

Start: 07/01/2011End: 06/30/2012

Computers

ACTION BUDGET: $

Training on using the Renaissance Learning management program will be provided to ensure the program is being implemented effectively.Action Type: Professional Development

Linda Saylors

Start: 07/01/2011End: 06/30/2012

School Library Teachers

ACTION BUDGET: $

The Renaissance Reading program supplements the school's literacy program. Books will be purchased to enhance the program.Action Type: AlignmentAction Type: Special EducationAction Type: Technology Inclusion

Linda Saylors, Tracey Yocham

Start: 07/01/2011End: 06/30/2012

Computers School Library


$1000.00


The Atrium library guidebook computer system will be used in the school library to facilitate library automation. Parents have access to information about the books cataloged in the new system by using the library's website.Action Type: Parental EngagementAction Type: Technology Inclusion

Linda Saylors

Start: 07/01/2011End: 06/30/2012

School Library Teachers

ACTION BUDGET: $

Students will take an Renaissance Reading Program test after completion of reading a book. Teachers will determine how they will use this form of assessment.Action Type: Technology Inclusion

English teachers

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

The S.T.A.R. Diagnostic Test was given at the beginning of the school year as a pretest to assess students' current interest reading levels, ZPD's (Zones of Proximal Development), and reading comprehension. In Seventh grade, 14 students were tested and 36% scored at or above the 50th. percentile. In Eighth grade, 21 students

Steve Williams, Teachers

Start: 07/01/2010End: 06/30/2011



were tested and 71% of the students scored above the 50th. percentile. Students will be tested at mid-year and at the end of the school year to determine student growth in reading comprehension. The S.T.A.R Diagnostic and Growth reports of individual students and classroom composites will be used to determine the effectiveness of this intervention. Action Type: Program EvaluationAction Type: Special EducationAction Type: Technology InclusionTLI formative assessments will be evaluated to determine if all students are progressing toward reaching proficiency in reading comprehension. Action Type: Program Evaluation

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Special Education classes will use the Interactive Reading program with specific skill lessons/assessments from Raz-Kids.com for further reading assessments.Action Type: Special EducationAction Type: Technology Inclusion

Resource Room Teachers

Start: 07/01/2011End: 06/30/2012

Computers Teaching Aids

ACTION BUDGET: $

Total Budget: $2600

Intervention: The Keep-on-Learning Extended Day Program will be conducted to help those students in need of extra help with mastering grade-level skills or application of those skills.Scientific Based Research: Schwendiman, Jed & Fager, Jennifer. (1999). After-school Programs: Good for Kids, Good for Communities. Portland, Oregon: Northwest Regional Educational Laboratory.(1-67).


A supervisor for the Keep on Learning (KOL)program will be hired to coordinate the extended day school program.Action Type: Equity

Terry Register

Start: 07/01/2011End: 06/30/2012

Administrative Staff Performance



$1400.00


$3000.00


The KOL after school program is open for all 7-12 students to attend. NSLA funds will be used to pay salaries and benefits for 2 certified teachers of math, literacy, science, and social studies. Group size is small in order to give individualized help to these students. This remediation is not required by the State.Action Type: AlignmentAction Type: Equity

Terry Register

Start: 07/01/2011End: 06/30/2012



ACTION BUDGET: $

A KOL bus driver will be employed to transport students in the Kol program to designated places in the afternoons.Action Type: Parental Engagement

Richard Merriman

Start: 07/01/2011End: 06/30/2012

Administrative Staff NSLA (State-281) - Employee Benefits:

$540.00


$1800.00


Materials and supplies will be purchased to provide KOL students with help reviewing and preparing for the Benchmark exams , EOC Literacy exam, EOC Geometry exam, and EOC Algebra exam.Action Type: Equity

Terry Register

Start: 07/01/2011End: 06/30/2012




$500.00

ACTION BUDGET: $500

Certified teachers will maintain student portfolios and program assessments. TLI assessments will be kept as a reference of growth and improvement in needed skill areas.Action Type: CollaborationAction Type: Program Evaluation

Terry Register

Start: 07/01/2011End: 06/30/2012


Teachers


$1750.00


$5000.00



Priority 2: Lead Hill students will improve math skills in order to met the required AYP through the use of higher level thinking skills and practice of open response questions.

Supporting Data: 1. GRADE 7 MATHEMATICS BENCHMARK EXAM(COMBINED POPULATION): In 2010-2011, 27 students were tested and 56% scored proficient or advanced. In 2009-2010, 24 students were tested and 71% scored proficient or advanced. In 2008-2009, 28 students were tested and 57% scored proficient or advanced. The lowest identified areas (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in all strands: Number and Operations 15.0%, Algebra 42.0%, Geometry 24.3%, Measurement 27.3%, and Data Analysis and Probability 31.5%. The lowest identified areas (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Measurement 44.9% and Geometry 51.8%. GRADE 7 MATHEMATICS BENCHMARK EXAM (STUDENTS WITH DISABILITIES(IEP): In 2011,5 students were tested and 0% scored proficient or advanced. In 2010, 5 students were tested and 20% scored proficient or advanced.In 2009, 4 students were tested and 25% scored proficient or advanced. The lowest identified areas (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weakness in all strands: Numbers and Operations 3.1%, Algebra 39.4%, Geometry 8.3%, Measurement 11.5%, and Data Analysis and Probability 6.3%. The lowest identified areas(based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Measurement 26.1%,Algebra 28.8% and Geometry 30.2%. GRADE 7 MATHEMATICS BENCHMARKS EXAM (ECONOMCIALLY DISADVANTAGED)(SES): In 2011, 23 students were tested and 52% scored proficient or advanced.In In 2010, 15 students were tested and 74% scored proficient or advanced. In 2009, 22 students were tested and 50% scored proficient or advanced. The lowest identified areas (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weakness in all strands: Numbers and Operations 14.5%, Algebra 38.4%, Geometry 21.5%, Measurement 24.1%, and Data Analysis and Probability 32.7%. The lowest areas ( based on the trend analysis of the multiple choice questions) in the five mathematics strands, revealed weaknesses in Measurement 43.5% Algebra 52.4% and Geometry 51.3. Data Analysis reveals the combined population Seventh grade ACTAAP scores need to improve scores in all mathematics strands in open response skills: number strand, algebra strand, geometry strand, measurement strand, and data analysis and probability strand. Mathematics-7th. grade Exam: Students with Disabilities (IEP): In 2011,2010, 2009, there were fewer than 10 IEP students tested in our school. African-American: In 2011,2010, 2009, there were fewer than 10 African-American students tested in our school. Hispanics: In 2011,2010, 2009, there were fewer than 10 Hispanic students tested in our school.

2. GRADE 8 MATHEMATICS BENCHMARK EXAM (COMBINED POPULATION):In 2010-2011, 24 students were tested and 54% scored proficient or advanced. In 2009-2010, 31 students were tested and 71% scored proficient or advanced.In 2008-2009, 26 students were tested and 54% scored proficient or advanced. The lowest identified areas (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in all strands: Number and Operations 33.0%, Algebra 36.4%, Geometry 30.9%, Measurement 23.3%, and Data Analysis and

Probability 43.6%. The lowest identified areas (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Numbers and Operations 45.7%, and Geometry 47.5%. GRADE 8 MATHEMATICS BENCHMARK EXAM (STUDENTS WITH DISABILITIES)(IEP): In 2011 6 students were tested and 0% scored proficient or advanced.In 2010, 3 students were tested and 0% scored proficient or advanced. In 2009, 2 students were tested and 0% scored proficient or advanced. The lowest identified areas (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weakness in all strands: Numbers and Operations 0.2%, Algebra 0.3%, Geometry 0.7%, Measurement 0.2% and Data Analysis and Probability 1.3%. The lowest identified areas(based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Numbers and Operations 31.3% and Measurement 25.0%. GRADE 8 MATHEMATICS BENCHMARK EXAM (ECONOMICALLY DISADVANTAGED)(SES): In 2011, 17 students were tested and 53% scored proficient or advanced. In 2010 24 students were teste and 79% scored proficient or advanced.In 2009, 14 students were tested and 42% scored proficient or advanced. The lowest identified areas(based on the trend analysis of the open response questions) in the five mathematics strands, revealed weakness in all areas: Numbers and Operations 30.7%, Algebra 37.2%, Geometry 32.0%, Measurement strand 23.9%, and Data Analysis and Probability 42.7%. The lowest areas ( based on the trend analysis of the multiple choice questions) in the five mathematics strands, revealed weaknesses in open response areas: Numbers and Operations 44.5% and Geometry 48.3%. Data Analysis reveals the combined population Eighth Grade ACTAAP scores need to improve scores in all mathematics strands in open response skills: number strand, algebra strand, geometry strand, measurement strand, and data analysis and probability strand. Mathematics-8th. grade Exam: Students with Disabilities (IEP): In 2011, 2010, 2009, there were fewer than 10 IEP students tested in our school. African-American: In 2011,2010, 2009,there were fewer than 10 African-American students tested in our school. Hispanics: In 2011,2010, 2009,there were fewer than 10 Hispanic students tested in our school.

3. ALGEBRA (EOC)BENCHMARK EXAM (COMBINED POPULATION): In 2010-2011, 19 students were tested and 90% scored proficient or advanced. In 2009-2010, 35 students were tested and 63% scored proficient or advanced. In 2008-2009, 29 students were tested and 42% scored proficient or advanced. The lowest identified areas (based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses in all areas: Language of Algebra 24.2%, Solving Equations and Inequalities 35.3%, Linear Functions 39.5%, Non-linear Functions 20.5%, and Data Interpretation and Probability 41.5%. The lowest identified areas (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Language of Algebra 55.8% and Linear Functions 55.8% and Non-linear Functions 55.2% ALGEBRA (EOC) BENCHMARK EXAM (STUDENTS WITH DISABILITIES)(IEP): In 2011, 0 students with IEPs were tested. In 2010, 0 students with IEPs took the EOC ALGEBRA exam. In 2009, no students with IEP's took the EOC ALGEBRA exam. ALGEBRA (EOC)BENCHMARK EXAM (SOCIO-ECONOMICALLY DISADVANTAGED)(SES): In 2011, 16 students were tested and 87% scored proficient or advanced. In 2010, 28 students were tested and 57% scored proficient or advanced. In 2009, 16 students were tested and 25% scored proficient or advanced. The lowest identified areas(based on the trend analysis of the open response questions) in the five mathematics strands, revealed weakness in all areas: Language of Algebra 23.3% and Solving Equations and Inequalities 32.5%, Linear Functions 38.4%, Non-Linear functions 19.6%, and Data Interpretation and Probability 39.6%. The lowest areas ( based on the trend analysis of the multiple choice questions) in the five mathematics strands, revealed weaknesses in Language of Algebra 55.8% and Linear Functions 56.9% and Non-Linear Functions 55.3%. Data analysis reveals EOC Algebra scores need improvement in all open response strands: language of algebra, solving equations, inequalities, linear functions, non-linear functions strand, and datat interpretation and probability. Special emphasis will be placed on the mathematic open response skills of the lowest scoring socio-economically disadvantaged subpopulation in all math areas. Mathematics-EOC Algebra: Students with Disabilities (IEP): In 2010, 2009, 2008,there were fewer than 10 IEP students tested in our school. African-American: In 2010, 2009, 2008, there were fewer than 10 African- American students tested in our school. Hispanics: In 2010, 2009, 2008, there were fewer than 10 Hispanic students tested in our school.

4. GEOMETRY (EOC) BENCHMARK EXAM (COMBINED POPULATION): In 2010-2011,24 students were tested and 59% scored proficient or advanced. In 2009-2010, 29 students were tested and 58% scored proficient or advanced. In 2008-2009, 27 students were tested and 51% scored proficient or advanced. The lowest identified areas based on the trend analysis of the open response questions) in the five mathematics strands, revealed weaknesses: Language of Geometry 40.6%, Triangles 23.8%, Measurement 27.4%, and Relationships between Two and Three Dimensions 28,0% and CGT 19.6%. The lowest identified areas (based on the trend analysis of the multiple choice questions), in the five mathematics strands, revealed weaknesses in Triangles 55.6% and Measurement 54.5%%. and CGT 48.7%. GEOMETRY (EOC) BENCHMARK EXAM (STUDENTS WITH DISABILITIES)(IEP): In 2011 0 students with IEPs were tested ine EOC for Geometry. In 2010, 0 students with IEPs were tested in the EOC for Geometry. In 2009, 5 students

were tested and 0% scored proficient or advanced. GEOMETRY (EOC) BENCHMARK EXAM (ECONOMICALLY DISADVANTAGED (SES): In 2011 18 students were tested and 50% scored proficient or advanced. In 2010, 18 students were tested and 50% scored proficient or advanced. In 2009, 16 students were tested and 50% scored proficient or advanced. The lowest identified areas(based on the trend analysis of the open response questions) in the five mathematics strands, revealed weakness in all areas: Language of Geometry 34.0%, Triangles 22.0%, 23.9%, Coordinate Geometry and Transformations 20.7%, and Relationships between Two and Three Dimensions 22.3%. The lowest areas ( based on the trend analysis of the multiple choice questions) in the five mathematics strands, revealed weaknesses in Triangles 50.9%, and Measurement 48.9% and CGT is 48.0%. EOC Geometry scores need improvement in all skill areas in open response strands: triangles, measurement, language of geometry, transformations, and relationships between two and three dimension. Special emphasis will placed on the mathematic open response skills of the lowest scoring socio-economically disadvantaged subpopulations in all math areas. Mathematics- EOC Geometry: Students with Disabilities (IEP): In 2010, 2009, 2008,there were fewer than 10 IEP students tested in our school. African-American: In 2010, 2009, 2008, there were fewer than 10 African- American students tested in our school. Hispanics: In 2010, 2009, 2008, there were fewer than 10 Hispanic students tested in our school.

5. GRADE 9 IOWA TEST (COMBINED POPULATION)In 2010-2011 school year 25 students were tested and 64% scored above the 50% percentile in total math. There were 19 economically disadvantaged students tested and 63.2% scored at or above the 50% percentile.There were 2 students with disabilities tested and 0% scored at or above the 50% percentile.

6.7. GRADE 9 SAT 10 (COMBINED POPULATION) MATH PROBLEM SOLVING In 2009-2010, 29

students were tested and 59% scored at or above the 50th percentile in math. In 2008-2009, 28 students were tested and 50% had a NPR score of 50, or above. An analysis of the Content Sub Skill and Skill Cluster Performance reveals the following areas of concern: GRADE 9 SAT 10 (ECONOMICALLY DISADVANTAGED) (SES) MATH PROBLEM SOLVING: In 2009-2010, 21 students were tested and 52% scored at or above the 50th percentile in math. In 2008-2009, 18 students were tested on the SAT 10 and 50.0% had a NPR score of 50, or above. An analysis of the Content Sub Skill and Skill Cluster Performance reveals the following areas of concern: GRADE 9 SAT 10 (STUDENTS WITH DISABILITIES0(IEP) MATH PROBLEM SOLVING: In 2009-2010, 1 student was tested and 100% scored at or above the 50th percentile in math. In 2008-2009 4 students were tested and 0% had a NPR score of 50, or above. An analysis of the Content Sub Skill and Skill Cluster Performance reveals the following areas of concern:

8. Graduation Rate:In 2010-2011 Lead Hill High School met the required AYP Graduation rate of 85%. In 2009-2010 the Lead Hill High School met the AYP Graduation rate of 73.0%. In 2008-2009 the Lead Hill High School Graduation rate was 76.67%.

9. College remediation rate: The college remediation rate for 2010-2011 school year was 50%.For 2009-2010, the college remediation rate was 48%. In 2008-2009 the college remediation rate was 62.5%.

10. ACT Scores in Mathematics: The 2010-2011 school year average ACT was 19.5% The Lead Hill School average ACT mathematics score was 17.8 in 2009-2010. In 2008-2009 the average Math ACT score was 20.8.

11.

GoalAll students will improve in mathematics skills to order to meet and exceed the required AYP for the 2011-2012 school year. All students will improve in higher order thinking skills in responding to open response questions.

Benchmark

Lead Hill High School Mathematics Score was 61.7% for the combined population in 2010/2011 school year. The score for combined population was 61.7% in 2010/2011 school year. The AYP benchmark expected performance level was 73.45%. The proficiency change was not met. Lead Hill High School students will increase their performance by 20.6% in order to meet the AYP expected performance level of 82.3% in 2011/2012. The Lead Hill High School Mathematics Score for the economically disadvantaged subpopulation was 59.2%. The Proficiency change for the economically disadvantaged population was not met.The economically disadvantaged subpopulation will increase their performance by 23.1% in order to meet the 2011/2012 AYP expected performance level.

Intervention: Standards Based Mathematics will be implemented with an emphasis on Open Response Math Stategies using higher level thinking skills.Scientific Based Research: Reeves, Douglas B. P.H.D. Making Standards Work, 3rd. edition: How to implement standards-based assessment in the classroom, school, and district(2001). Advanced Learning Press.


Teachers will use TLI assessments to Math, Start: Performance

serve as a guide to inform teachers and administrators regarding future instruction and learning in an effort to improve on open response and multi-step problem solving. The 2011-2012 will be the third year that this program will be in place. The Modules are being replaced with The Learning Institute Program. Data will be collected over the year regarding its use and effectiveness.

Science, English teachers

07/01/2011End: 06/30/2012


Students will receive positive rewards for scoring proficient or higher on Seventh and Eighth grade ACTAAP and End of Course Algebra, and Geometry exams, in order to encourage increased performance on exams.Action Type: CollaborationAction Type: Equity

Steve Williams

Start: 07/01/2011End: 06/30/2012

Administrative Staff Performance


ACTION BUDGET: $

Vocational classes will be offered through North Arkansas College on the college campus, and Agriculture and Business classes on our campus to all high school students. Completion of classes can lead to certification in those areas. Students will be transported to North Arkansas College. The program will be evaluated by the number of students completing the program. In 2009/2010, 10 students completed the classes at North Arkansas College.Action Type: CollaborationAction Type: EquityAction Type: Technology Inclusion

Regina Brown

Start: 07/01/2011End: 06/30/2012

Administrative Staff Outside Consultants Teachers ACTION BUDGET: $

PROFESSIONAL DEVELOPMENT: We will provide Professional Development for teachers for implementing programs and effective teaching strategies. Some of these professional development trainings include The Learning Institute, Open response math strategies, Resource Room inservices, AP, Next Step and other Arkansas curriculum conferences.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

Steve Williams

Start: 07/01/2011End: 06/30/2012

Administrative Staff Computers District Staff Outside Consultants Teachers

ACTION BUDGET: $

All CRT (ACTAAP Benchmarks and End of Course Exams)data, NRT(Stanford 10) data and TLI assessment tests will be analyzed to determine classroom strategies, curriculum, and professional development needs. Academic Improvement Plans for students scoring below proficient on the benchmarks will be developed and implemented in the classrooms. The AIP will include specific strategies for individual students based upon need in relation to the standards based curriculum, benchmark scores, and TLI assessments. Parents will be involved in the development of the plan. The students will be frequently assessed using TLI. Test results will be used to

Steve Williams

Start: 07/01/2011End: 06/30/2012



monitor and adjust specific strategies for future effectiveness of instructional interventions.Action Type: AIP/IRIAction Type: AlignmentLead Hill School will provide a remediation program for students scoring below proficient on the Mathematics benchmarks and end of course exams. Materials and supplies will be purchased to enhance the effectiveness of this program.Action Type: AIP/IRIAction Type: Collaboration

Steve Williams

Start: 07/01/2011End: 06/30/2012


Teachers


$2000.00


SCHOOL IMPROVEMENT:Lead Hill High School complies with all requirements for School Improvement Year 2 status. PROFESSIONAL DEVELOPMENT: Math teachers, literacy teachers, counselor, certified staff and administrators will attend professional development which supports the goals within this school to target the appropriate areas where AYP needs improvement, with the intention that the combined population and all subpopulations will make AYP this year. MENTORING: Lead Hill School incorporates teacher mentoring activities and programs that are connected to the professional development. Highly qualified exemptary teachers will act as mentors to provide assistance to other teachers in the school. BUDGETING FUNDS: The district will budget funds for professional development.(District plan) WRITTEN NOTIFICATION: Parents were provided written notification about the school's identification of School Improvement I. The notice includes an explanation of what the identification means, the reason for the school's identification and what the school is doing to address the weaknesses. The Lead Hill School District will provide school choice. PARENTAL ENGAGEMENT: Lead Hill High School will comply with the Parental Engagement Requirements as outlined in ACT 307 of 2007(amended ACT 603 of 2003). The Parental Involvement Plan will include all required activities: 1. Information packets to parents. 2. Parent involvement meetings. 3. Volunteer Resource book. 4. The handbook will include the school's process for resolving parental concerns. 5. Seminars to inform the parents of high school students how to be involved in decision-making. 6. Enable the formation of the PTO. 7. Janice Duffy was selected to be the Parent Facilitator. 8. Lead Hill will host 4 parent teacher conferences this school year. Edline is used to pass


Start: 07/01/2011End: 06/30/2012

Administrative Staff Central Office Computers Outside Consultants Teachers

ACTION BUDGET: $

information from teacher to parent about anything they want to know about regarding instruction for their child. This includes grades, homework, and attendance. CWT's: Classroom teaching and learning strategies will be monitored by Classroom Walkthrough visits and submission of electronic lesson plans. RESEARCH BASED INTERVENTIONS: Apex, Renaissance Reading, Standards-based Literacy, The Learning Institute Assessments and Standards-based math will be used to address the specific needs of the subpopulation that caused this building to be in school improvement. A TWO-YEAR plan has been developed to meet the goals of School Improvement and to increase math and literacy scores. Action Type: AlignmentAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Program EvaluationIncorporate Elmo's, LCD projectors, and Air Slates in analyzing student work and improve student skills in math procedures, computation, and concepts. Staff will participate in professional development to integrate technology across the curriculum. Action Type: Technology Inclusion

Steve Williams

Start: 07/01/2011End: 06/30/2012

Computers Teachers

ACTION BUDGET: $

In accordance with No Child Left Behind, an individual academic improvement plan will be created for all students, including special education and economically disadvantaged students who score below proficient on the End-Of-Course Algebra,Geometry, and 7th. and 8th. grade Benchmark Exams. Normes and TLI data will be analyzed to create these plans. Student progress will be monitored by the school staff. The scores will be reviewed during the fall semester. EVALUATION: In 2011 the open response average for Geometry was 31.52. In 2010 the open response average for Geometry was 20.86%. The 2009 open response average score for Geometry was 32.18%. The 2011 open response average for Algebra was 49.58%. The 2010 open response Algebra average score was 28.0%. The 2009 open response Algebra average score was 24.3%. The 2011 7th. grade open response average was 21.2%. The 2010 7th grade open response average score for math was 31.24%. The 7th grade open response average score for mathematics in 2009 was 31.6%. The 2011 8th grade open response average for mathematics 31.8%. The 2010 8th grade open response avearge for math was 39.9%. The 8th grade open response average score for mathematics in 2009

Steve Williams

Start: 07/01/2010End: 06/30/2011

Administrative Staff Computers Performance


ACTION BUDGET: $

was 27.6%. Our focus this year will be to expose students to more open response type questions to help improve the scores on the EOC and Benchmark exams. The EOC Algebra proficiency rate for 2011 was 90%. The EOC Algebra proficiency rate for 2010 was 63%, in 2009 it was 42%. The EOC Geometry proficiency rate for 2011 was 59%. The EOC Geometry proficiency rate for 2010 was 59%, in 2009 it was 51%. The 7th. grade benchmark proficiency rate for 2011 was 56%. The 7th. grade benchmark proficiency rate for 2010 was 71%, in 2009 it was 57%. The 8th. grade benchmark proficiency rate for 2011 was 54%. The 8th. grade benchmark proficiency rate for 2010 was 71%, in 2009 it was 54%. Action Type: Program EvaluationThe students will build a computerized robot from parts and calculate size of the model robot for Competition held at North Arkansas College (NAC) in the fall. Regionals will be held in Dallas in the spring (TBA). The work for this project will be sponsored by the Center for Science and Math (CMASE), at the University of Arkansas, in the (STEM) program with Math and Science Specialist.Action Type: CollaborationAction Type: Technology Inclusion

Doyle DeWoody

Start: 07/01/2011End: 06/30/2012

ACTION BUDGET: $

The study of simple fractions and units of linear measurement will be conducted in the art department during the learning of one and two point perspective. The students will use a ruler and drating tools to accurately be able to draw lines, boxes and other objects in correct proportions, in perspective, using linear measurement skills.Action Type: AlignmentAction Type: Equity

B. David Duncan

Start: 07/01/2011End: 06/30/2012

Administrative Staff Central Office Computers


$1000.00


Supplies and materials will be purchased for the science department to enable them to better integrate math with science instruction.Action Type: AlignmentAction Type: Equity

Doyle DeWoody

Start: 07/01/2011End: 06/30/2012

Administrative Staff Central Office


$4000.00


Two math teachers will attend the NCTM conference in St. Louis to deepen their knowledge of current issues and best practices in math instruction.Action Type: Professional Development

Regina Brown, Stephanie Huddleston, Shay Hudson

Start: 07/01/2011End: 06/30/2012

Administrative Staff Central Office Outside Consultants

PD (State-223) - Purchased Services:

$1333.00


Math teachers will include open response math questions, such as Open Response Released Items from previous AACTAP administrations, on math exams, nine

Teachers Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

week tests and semester exams in preparation for the Benchmark exams. Action Type: AlignmentAction Type: Equity

Teachers

Star Math, a computerized math program by Rennaisance Learning will be utilized for both student practice and assessment. This is the first year for this assessment.Action Type: AlignmentAction Type: EquityAction Type: Program EvaluationAction Type: Technology Inclusion

Steve Williams, Shay Hudson, Stephanie Huddleston

Start: 07/01/2011End: 06/30/0112

Computers District Staff Teachers


$1800.00



Intervention: Teachers will use The Learning Institute assessments in order to make sure what teachers teach, how they teach and what they assess are congruent.Scientific Based Research: The Learning Institute (2010) The Literacy Program. www.tlionline.net/index.php?option=com_content


Curriculum materials, resources, and teaching tools will be provided in order for teachers to align their standards based instruction. Action Type: AlignmentAction Type: Collaboration

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Teachers will organize and chart student progress using disaggregation and monitoring of data provided by The Learning Institute (TLI).Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012



ACTION BUDGET: $

Teachers will use pacing guides provided by the OUR Cooperative.Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

Instructional practices in the classroom will be aligned with the framework. Lesson plans will reflect that effort.Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

Teachers will incorporate higher order thinking skills in classroom guided and independent activities related to the learning objective. We will emphasize applying these thinking skills to open response questions. Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012



The Pathwise mentoring program will train highly qualified teachers to mentor novice teachers.Action Type: Professional Development


Start: 07/01/2011End: 06/30/2012

Outside Consultants

ACTION BUDGET: $

Classroom teaching and learning strategies will be monitored by Classroom Walk Through visits and submission of electronic lesson plans.Action Type: Alignment

Steve Williams

Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

Teachers will use all the data from The Learning Institute's interim and state assessments to determine the extra attention a student may need to be proficient or meet growth on the ACTAAP. The materials correlate with the Math, Reading, and

Steve Williams

Start: 07/01/2011End: 06/30/2012

Computers District Staff Performance

Assessments

ACTION BUDGET: $

Writing Curriculum. TLI multiple choice and open response tests are given at specific dates during the school year. The 2011-2012 school year is the third year for using the TLI assessments. It replaced the previous years Target assessments. The effectiveness of the program will be determined by student improvement on the end of year Benchmark scores. Action Type: AlignmentAction Type: Program EvaluationProfessional develoment for The Learning Institute model of assessment was provided at the beginning of the school year for all Lead Hill school classroom teachers.Action Type: Professional Development

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Literacy and Mathematics Teams and analyzed the test scores from the 2011 administration of the 7th. and 8th. grade Augmented Benchmark and SAT 10 Exams. We examined the results for both the combined population and each subpopulation. We heard a report from our ACSIP team chairs who showed written evidence documenting our main areas of weakness. In addition, we studied our Attendance, Disciplinary and Achievement Data over the past three years. We aggregated and disaggregated all the data for the purpose of determining student learning and behavior needs. We looked at the trend data provided by the Learning Institute in literacy and math in order to better identify the areas of need and help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement among our various populations. Data analysis reveals our 7th and 8th grades need to improve open response scores in all mathematics strands. Our EOC Algebra scores also show a need to improve open response in all algebra strands. Our Geometry EOC also shows low open response scores across all strands. Our data analysis led us to prioritize Open Response Passages in Mathematics. We will select Interventions, and use funds that put us in the best position to address these needs.

Steve Williams

Start: 07/01/2011End: 06/30/2012



The Learning Institute (TLI) will be paid a renewal fee for continued support for online services, using it as a tool for teaching, learning, measuring, collecting, and reporting which will be used in tracking data. Action Type: Alignment

Regina Brown

Start: 07/01/2011End: 06/30/2012



$5000.00


Materials to implement TLI testing: The Electronic Bubble sheets and paper will continue to be purchased for printing the 6 scheduled Modules for each student and scanning sheets to receive accurate test results. It will help improve student achievement through assessing and analyzing our data with MODULES which includes open response problems.Action Type: Program EvaluationAction Type: Technology Inclusion

Tracey Yocham

Start: 07/01/2011End: 06/30/2012


$1000.00


Total Budget: $6000

Intervention: Apex Learning will be used for remediation, credit recovery, and differentiated instruction.Scientific Based Research: Brandt, Ron. (1998). Powerful Learning. Association for Supervision and Curriculum Development. Alexandria, Virginia. 94pgs., Hiebert, Elfrieda, H., (2009) Online Scaffolds that Support Adolescents' Comprehension. 1-25.


The Apex Learning electronic software system will be provided for students in grades 7-12. Apex Learning delivers digital learning solutions for differentiated instruction, credit recovery, remediation, alternative schools, distance learning, and exam preparation. The program instructs teachers how to navigate course content, create and manage classrooms, and use the instructional management tools to direct, monitor, and to improve student progress.The Apex Learning academic curriculum provides standards-based courses in math, science, English, social studies, world languages, electives, and Advanced Placement primarily for grades 9-12. Courses are organized into semesters, units, lessons, and activities, and offer rich multimedia , scaffolding, and interactivity to keep students motivated and help them succeed. Apex Learning offers multiple course pathways, each designed to meet specific needs of students as they transition from middle school to high school and progress toward graduation. The 2011-2012 school year will be the third year that this program will be in place. Data will be collected over the year regarding its use and effectiveness. Action Type: Technology Inclusion

Steve Williams

Start: 07/01/2011End: 06/30/2012




$6187.50

ACTION BUDGET: $6187.5

Professional development was held in August, 2011 at the Lead Hill School site on Apex Learning to guide teachers in using ClassTools Achieve. Apex Learning will be used in classrooms for Benchmark remediation, credit recovery, alternative learning classrooms, and summer school.Action Type: Professional Development

Steve Williams

Start: 07/01/2011End: 06/30/2012

Computers Teachers

ACTION BUDGET: $

A certified teacher will be employed to supervise the Summer School program. Summer school will be offered as an intervention for at-risk students in danger of not graduating. Credit recovery and additional math and literacy support will be provided for those students.

Regina Brown

Start: 07/01/2011End: 06/30/2012



$1080.00

NSLA (State-281) -

$3600.00

Action Type: Program Evaluation Employee Salaries:


A teacher will be employed to coordinate an alternative learning program. The Alternative Learning Environment has as its goal to increase attendance of at-risk students and to graduate them. Parent conferences will be required for placement in the program and parents will be in frequent communication with the school. The placement conference will include the principal, counselor, teachers, parents,and other appropriate personnel in order to make good decisions about what services will be available. Regular conferences will take place and if the student makes significant academic and/or behavioral progress while in the A.L.E., the student may be exited from the program. PROGRAM EVALUATION: Of the 3 students in ALE at Lead Hill last year, 1 is being served at an off-campus facility. The other 2 earned an average of 6 credits toward graduation requirements.Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Program EvaluationAction Type: Technology Inclusion

Steve Williams

Start: 07/01/2010End: 06/30/2011

Administrative Staff Computers Performance


ACTION BUDGET: $

Materials and Supplies will be purchased to enhance the Summer School program. Action Type: Equity

Regina Brown

Start: 07/01/2011End: 06/30/2012

Teaching Aids NSLA (State-281) - Materials & Supplies:

$1750.00


The Lead Hill School will use certified teachers to teach Alternative Education to those students with academic/behavior interventions.Action Type: EquityAction Type: Program Evaluation

Steve Williams

Start: 07/01/2011End: 06/30/2012

Administrative Staff Computers

ACTION BUDGET: $

Total Budget: $12617.5

Priority 3: Students participating in the Body Mass Index Data will have an increased awareness of the nutritional and physical guidelines needed for a healthier lifestyle.

Supporting Data: 1. Body Mass Index Data SY 2009-2010: Lead Hill School District assessed 145 students in grades K, 2, 4, 6, 8, or 10. Of the students assessed by BMI, the following represents the percent of students At Risk of Overweight or Obese: The elementary assessed 89 students which was 33.3% males and 14.6% females. Lead Hill High School assessed 56 students, of those students assessed for BMI 38.7% of the males and 60.0% of the females were Overweight or Obese.

2. Body Mass Index Data SY 2008-2009: Lead Hill School District assessed 157 students in grades K, 2, 4, 6, 8, or 10. Of the students assessed by BMI, the following represents the percent of students At Risk of Overweight or Obese: 38.1% males and 32.9% females. Lead Hill High School assessed 47 students. Of those students assessed for BMI 54% of the males and 40.7% of the females were Overweight or Obese.

3. Body Mass Index Data SY 2007-2008. Lead Hill School District assesed 199 students in grades K,2,4,6,8, or 10. Of the students assessed by BMI, the following represents the percent of students At Risk of Overweight and are Overweight: 30.2% Males and 21.5% are females. Lead Hill High school assessed 64 high school students. Of those students assessed there were 28.6% males and 27.6% females At Risk for Overweight or Overweight.

4. In 2008-2009 High School Free and Reduced Eligibility: In 2009-2010, Free/Reduced 73%, paid 27%. In 2008-2009 Paid 34.3%, Free and Reduced Eligibility: 65.7%. In 2007-2008 High School Free and Reduced Eligibility : Paid 33.7% , Free and Reduced 66.3%.

5. In 2009-2010 the Lead Hill School nurse had 1957 students referrals and 1596 students referrals in 2008-2009. In 2007-2008 there were 2058 student referrals. In 2006-2007, 2455 students were seen by the school nurse.

6. In 2009-2010 the Lead Hill School counselor had 58 counselor referrals. In 2008-2009 the school had 65 counselor referrals. In 2007-2008 the school had 65 counselor referrals.

7. Body Mass Index Data SY 2010-2011: Lead Hill School District assessed 148 students in grades K, 2, 4, 6, 8, or 10. Of the students assessed by BMI, the following represents the percent of students At Risk of Overweight or Obese: The elementary assessed 99 students which 48.0% of the males and 26.5% of the females. Lead Hill High School assessed 49 students. Of those students assessed for BMI 36.4% of the males and 40.7% of the females were Overweight or Obese.

8. NEEDS ASSESSMENT: Although the 2010/2011 numbers are an improvement over 2009/2010, Lead Hill High School still has a high percentage of its tested students at risk of being overweight or obese: 36.4% of the males, and 40.7% of the females. The number of nurse visits during the school year for the district as a whole was still over 1500.

GoalThe Lead Hill School District will provide support for students in making Healthy Lifestyle Choices by implementing systems to aid in decreasing the average Body Mass Index (BMI)on annual screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.

Benchmark By the school year 2011-2012, there will be a decrease of the average Body Mass Index (BMI) for students by 5% as evaluated by the annual Body Mass Index Screening.

Intervention: Lead Hill School District will implement practices to provide opportunities and strategies for students to practice healthy behaviors at school and encourage them to make healthy food and physical activity choices.Scientific Based Research: The Value of Improving Nutrition and Physical Activity in Our Schools, The Learning Connection, http://www.actionforhealthykids.org/resources/research-and-reports/ Physical Activity and Health "A report from the Surgeon General" Nov. 17, 1999 http://www.cdc.gov/nccdphp/sgr/index.htm Food and Nutrition Information Center's (FNIC) web site at http://www.nal.usda.gov/fnic/pubs_and_db.html. Clinical Pediatrics, 40(2):63-70, 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during early childood. R.A. Dykman, et al.


The cafeteria supervisor has modified the school's lunch menu to meet State standards.Action Type: CollaborationAction Type: Wellness

Jennifer Fry Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

Lead Hill School District will provide access for the community, staff, and students to use the indoor walking track and other fitness facilities.Action Type: Wellness


Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

The school nurse will monitor the BMI of the students to meet the state requirements and to help the school district understand the scope of health risk associated with obesity by combing BMI data from the schools in the districtAction Type: EquityAction Type: Wellness

Meleah Pena Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

The Lead Hill School District has developed district wellness policies in collaboration with the district Nutrition and Physical Activity Committee. This committee includes the school nurse, counselor, principal, teachers, parents, and community members. Policies have been approved by the district school board. Policies include the five federal requirements; goals for nutrition education, physical activity and other

Regina Brown

Start: 07/01/2010End: 06/30/2011

Administrative Staff Community Leaders District Staff Teachers

ACTION BUDGET: $

school-based activities, nutrition guidelines, guidelines for reimbursable school meals, a plan for measuring implementation of the local wellness policy, and community involvement. The Policy Statement has been submitted to ADE, Child Nutrition Unit, per the required submission deadline of May 15, 2006.Action Type: CollaborationAction Type: WellnessCopies of lunch menus will be kept for documentation and review. School lunches are monitored by the school food services department ensuring federal requirements are met 100% of the time.Action Type: Wellness

Jennifer Fry Start: 07/01/2011End: 06/30/2012

District Staff

ACTION BUDGET: $

Provide nutritional information and new physical activity tips for students, parents and community members via the school newsletter.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness

Barry Reese Start: 07/01/2011End: 06/30/2012

Teachers

ACTION BUDGET: $

Materials and supplies will be provided for the nurse to perform her job duties. The following suppies will be provided to monitor and increase the nurse's ability to improve the overall health of all students: Zoll AED defibrillator, AED pediatric defibrillator pads, pulse oximeter to monitor students, pediatric blood pressure cuff, headlice lamp for magnification of lice inspections, and daily medical supplies,such as bandaids, thermometers and other supplies.Action Type: Wellness

Meleah Pena Start: 07/01/2011End: 06/30/2012

Administrative Staff NSLA (State-281) - Materials & Supplies:

$2000.00


The Migrant Program is a supplemental program that assists students to meet standards for student achievement. As a result of frequent moves, most instructional needs of these students point toward reading, math, and health services. Our migrant students are identified to provide educational instruction to promote optimal physical, intellectual, and social development. Action Type: EquityAction Type: Wellness

Colene Eli Start: 07/01/2011End: 06/30/2012

Outside Consultants Performance


The Lead Hill School facilitates a JUMPSTART PROGRAM which is associated with the Arkansas Counseling Associates School Based Mental Health Program. It is a behavioral and emotional health counseling program that gives students the tools and support they need to be successful in their everyday lives. Action Type: CollaborationAction Type: EquityAction Type: Wellness


Start: 07/01/2011End: 06/30/2012

Outside Consultants

ACTION BUDGET: $

Materials and supplies will be purchased to support the character education program.

Janice Duffy Start: 07/01/2011End:

Administrative Staff NSLA (State-281) - Materials &

$1000.00

Action Type: AlignmentAction Type: Wellness

06/30/2012 Supplies:


PROGRAM EVALUATION: The number of Lead Hill High School students who were tested for BMI show an improvement of about 20% in the number of females at risk for being overweight or obese. The percentage of males at risk stayed about the same.

Barry Reese Start: 07/01/2011End: 06/30/2012

ACTION BUDGET: $

Total Budget: $3000Priority 4: Provide information to students about taking risks when drugs, tobacco, and alcohol are their choices.

Supporting Data:

1. Lead Hill High School Incident Report (Discipline Data): In 2009/2010, Tobacco (10), Drugs (9), Student Assault (2), bullying (2), Public Display of Affection (16), Sexual Misconduct (1), Unauthorized Area (19), Bus Violation (1), Disrespect to school employee (30), Porn/Obscene material (1), Profanity (34), Dress code (11), Not following instructions (43), Horseplay (38), Skipping class (30), Tardies (76), Class Disruption (121). In 2008/2009, Tobacco(2), Vandelism (1), Insubordiantion (3), Fighting (2), Staff Assault (2), Bullying (2), Inappropriate Language (15), Disorderly Conduct (19), Truancy (6), and Other (11). In 2007/2008, Tobacco (6), Drugs (6), Alcohol (4), Fighting (5), Bullying (3), Insubordination (5), Horseplay (4), Inappropriate Language (10), Vandelism (1), Truancy (10), Disorderly Conduct (36), and Other (13).

2. Arkansas Prevention Needs Assessment Student Survey, Lead Hill Elementary School. In 2009, in Eighth grade students suspended from school 4%, Eighth graded attacked to harm 18%, Eighth grade academic failure 53%, Eighth grade low commitment to school 50%, if student had ever used; Eighth grade inhalants 11%, Eighth grade chewing tobacco 10%, Eighth grade cigarettes 31%, Eighth grade alcohol 58%, Eighth grade. Students in Sixth grade did not complete the survey. In 2008,Sixth Grade Suspended from School 26.3% Sixth Grade Attacked to Harm 21.1% Sixth Grade Inhalants 16.7% Sixth Grade Chewing Tobacco 5.6% Sixth Grade Cigarettes 22.2% Sixth Grade Alcohol 22.2% Sixth Grade Academic Failure 33.3% Sixth Grade Low Commitment to School 36.8%

3. NEEDS ASSESSMENT: In the 2010/2011 school year, there were 134 discipline infractions requiring Out of School Suspension. Of these, 11 were drug or tobacco related, and 15 involved student assault, fighting or bullying. This is down from a total of 444 in 2009/2010.

Goal Provide a Safe and Drug Free school environment.Benchmark Decrease the number of students on district-wide discipline incidents reported in APSCN by 10%.Intervention: Character EducationScientific Based Research: Revell, Lynn and Arthur James, "Character education in schools and the education of teachers. Journal of Moral Education, March 2007, Vol.36. Issue 1, pg. 79-92.


The Lead Hill School will give the Arkansas Prevention Survey to 8th, 10th, and 12th grade students anonymously to provide critical information to help the school district and community understand the nature and extent of local substance abuse. The data of the survey will help evaluate our district's prevention program.Action Type: Collaboration


Outside Consultants

ACTION BUDGET: $

A motivational speaker will address Character Education issues by addressing students in an assembly about drug prevention, inspiration,and educational committment. Speaker to address personal strengthens,self-discipline and focusing on making good life choices.Action Type: Collaboration


Teachers

ACTION BUDGET: $

The Lead Hill School will purchase drug Janice Duffy Start: Administrative Staff

free materials and supplies to be given to each student for heighten awareness of drug use and drug abuse. Action Type: EquityAction Type: Wellness

07/01/2011End: 06/30/2012

ACTION BUDGET: $

The Lead Hill School goal for character education is to help children to develop good dispositions that will enable them to flourish intellectually, personally, and socially. This is promoted through the Tiger Pride program where students are rewarded for good deeds that have been observed by teachers and staff.Action Type: Collaboration


Teachers

ACTION BUDGET: $

The school's discipline data will be reviewed annually to evaluate the implementation of charater education interventions and strategies.Action Type: Program Evaluation

Steve Williams

Start: 07/01/2011End: 06/30/2012


ACTION BUDGET: $

PROGRAM EVALUATION: The number of discipline infractions decreased in 2010/2011 to 134 from the 444 reported in 2009/2010. The number of drug or tobacco infractions decreased from 19 to 11, but those involving student assault, fighting, or bullying increased 4 to 15.

Regina Brown

Start: 07/01/2011End: 06/30/2012

ACTION BUDGET: $

Total Budget: $0

Planning TeamClassification Name Position Committee

Classroom Teacher Aaron Alford Music LiteracyClassroom Teacher Amanda Kilbourn Science MathematicsClassroom Teacher B. David Duncan Art MathematicsClassroom Teacher Barry Reese P.E. Coach MathematicsClassroom Teacher Cindy Perrin Resource Teacher Literacy and MathematicsClassroom Teacher Donnie Smith Girls coach/P.E. MathClassroom Teacher Doyle Dewoody Science MathematicsClassroom Teacher Kayla Holland Special Education Literacy and MathematicsClassroom Teacher Kristen Alford Business LiteracyClassroom Teacher Kristine Hawkins English LiteracyClassroom Teacher Linette Ribando English LiteracyClassroom Teacher Shay Hudson Mathematics Teacher MathematicsClassroom Teacher Stephanie Huddleston Mathematics MathematicsDistrict-Level Professional Janice Duffy Counselor Literacy and MathematicsDistrict-Level Professional Linda Saylors Library Media Specialist Literacy and MathematicsDistrict-Level Professional Margaret Hudspeth Federal Coordinator Literacy and MathematicsNon-Classroom Professional Staff Coleen Rogers Migrant LiteracyNon-Classroom Professional Staff Phoebe Kear Technology Coordinator MathematicsParent Diana Halbmaier Parent LiteracyParent Tracey Yocham Parent MathematicsPrincipal Steve Williams Principal Literacy and Mathematics

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