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ACSIP

School PlanCAMDEN FAIRVIEW HIGH SCHOOL 1750 Cash Rd Camden, AR 71701

Arkansas Comprehensive School Improvement Plan

2012-2013

In partnership with students, parents and community members, Camden Fairview High School will provide a supportive and safe environment and a relevant and challenging curriculum using research-based strategies so that students will be competitive in a global society.

Grade Span: 9-12 Title I: Not Applicable School Improvement: SI_1

Table of Contents

Priority 1: Literacy Goal: To improve Reading Multiple Choice Content and Open Response Literary/Content/Practical and Writing Content/Style. Priority 2: Mathematics Goal: To improve EOC Algebra multiple-choice Solving Equations and Inequalities and open-response Language of Algebra. To improve EOC Geometry multiple-choice and open-response Coordinate Geometry and Transformations. Priority 4: Wellness Goal: To improve the physical well being of all students through healthy nutrition and physical activity. Priority 5: Targeted Improvement Plan Goal: Camden Fairview High School will develop a plan to improve math and literacy scores of the Targeted Acheivement Gap Group in order to close the achievement gap.

Priority 1: CFHS is committed to improving literacy skills for all of our students on a yearly basis as measured by an improvement in our AMO (Annual Measureable Objective) percentages.

http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 (1 of 111)1/11/2013 10:22:53 AM

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Supporting Data:

1. Combined Population: Grade 8 Augmented/Benchmark: In 2012, 73% scored proficient or advanced. In 2011, 68% scored proficient or advanced. In 2010, 75% scored proficient or advanced. The lowest identified areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Literary and Writing Content/Style.

2. Students with Disabilities (IEP): Grade 8 Augmented/Benchmark: In 2011, 25% scored proficient or advanced. In 2010, 41 scored proficient or advanced. The lowest identified areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Practical and Writing Content/Style.

3. Economically Disadvantaged (ESD):Grade 8 Augmented/Benchmark: In 2011, 55% scored proficient or advanced. In 2010, 69% scored proficient or advanced. The lowest identified areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Literary and Writing Content/Style.

4. Caucasian: Grade 8 Augmented/Benchmark: In 2011,70% scored proficient or advanced. In 2010, 79.4% scored proficient or advanced. The lowest identifed areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Content and Writing Content/Sytle.

5. African-American: Grade 8 Augmented/Benchmark: In 2011, 45% scored proficient or advanced. In 2010, 68% scored proficient or advanced. The lowest identified areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Literary and Writing Content/Style.

6. Combined Population: Grade 11 Literacy Exam: In 2012, 55% scored proficient or advanced. In 2011, 58% scored proficient or advanced. In 2010, 60% scored proficient or advanced. The lowest identifed areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Content and Writing Content/Sytle.

7. Students with Disabilities (IEP): Grade 11 Literacy Exam: In 2011, 9.5% (with Alternate Porfolio students) scored proficient or advanced. In 2010, 15% (with Alternate Portfolio students) scored proficient or advanced. The lowest identifed areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Literary and Writing Content/Sytle.

8. Economically Disadvantaged (ESD): Grade 11 Literacy Exam: In 2011, 47% scored proficient or advanced. In 2010, 43% scored proficient or advanced. The lowest identifed areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Practical and Writing Content/Sytle.

9. Caucasian: Grade 11 Literacy Exam: In 2011, 80.7% scored proficient or advanced. In 2010, 80.6% scored proficient or advanced. The lowest identifed areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Content and Writing Content/Sytle.

10. African-American: Grade 11 Literacy Exam: In 2011, 44.3% scored proficient or advanced. In 2010, 48.1% scored proficient or advanced. The lowest identifed areas of weakness based on the 3 year trend analysis are Reading MC Content/OR Content and Writing Content/Sytle.

11. Hispanic and English Language Learners (ELL): Grade 11 Literacy Exam: In our building, during the 2012, 2011, and 2010 school years, there were fewer than “10” ELL and Hispanic students tested.

12. SAT-10: Combined (Total) Population: Reading Comprehension, Grade 9: In 2011, 38% had an NPR score of 50, or above. In 2010, 39% had an NPR score of 50, or above.

13. Graduation Rates: In 2011, the Graduation rate was 84%. In 2010, the Graduation rate was 86%. In 2009, the Graduation rate was 88%.


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Goal To improve Reading Multiple Choice Content and Open Response Literary/Content/Practical and Writing Content/Style.

Benchmark

For 2012-13 increase the percentage of 11th grade students scoring at or above proficient on the Grade 11th Literacy Exam to 64.58% for All Students from 2010-2011 - 57.49% and 55.84% for Targeted Achievement Gap Group from 2010-11 - 47.01%

Intervention: Implementation of a Comprehensive Literacy Program

Scientific Based Research: SREB: Literacy Across the Curriculum: Setting and Implementing Goals for Grades 6-12, Making Middle Grades Work, Site Development Guide #12. Literacy Across the Curriculum, Southern Regional Education Board, 2004. Marzano, Robert J. and Debra J. Pickering. Building Academic Vocabulary,ASCD, 2005. Marzano, Robert J., et al. A Handbook for Classroom Instruction that Works, ASCD, 2001. Marzano, Robert J., Jana S. Marzano and Debra J. Pickering, Classroom Management That Works: Research-Based Strategies for Every Teacher, ASCD. 2003. Barkley, Stephen G., Quality Teaching in a Culture of Coaching, Rowman & Littlefield Education, 2005.Ainsworth, Larry, "Unwrapping" the Standards: A Simple Process to Make Standards Manageable, Lead+Learn Press, 2003. Carter, Lisa., Total Instructional Alignment,Solution Tree, 2007. Jensen, Eric,Teaching with Poverty in Mind, ASCD, 2009. Framework for Teaching, Danielson, Charlotte, 2011.

Actions Person Responsible Timeline Resources Source of Funds

All teachers, including special education and ALE teachers, and community members have reviewed and researched strategies and have decided to continue to implement the following for a comprehensive literacy program to improve Reading MC Content, OR Literary/Content/Practical and Writing Content/Style: reading comprehension (predicting, questioning, clarifying, summarizing--chapter/book walks); strategies listed in lesson plan; writing across the curriculum;

Focus Teacher, Joyce Flowers

Start: 07/01/2012 End: 06/30/2013

● Administrative Staff

● Central Office ● District Staff ● Outside

Consultants ● Performance

Assessments ● Teachers ● Teaching Aids

ACTION BUDGET: $


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instructional technology; literacy focus teacher (10.A.3.to mentor teachers in implementing, supporting, training, and coordinating activities); Pathwise and additional procedures--10.A.3. buddy teachers and mentoring teachers to assist new and veteran teachers; assessments formatted like Grade 11 Literacy exam; peer coaching (teachers support one another in the implementation of strategies); Landmark assessments (determine level of proficiency of SLEs and provide needed interventions); team meetings (same-course once a week and cross-grade once a month); cooperative learning; one-on-one conferencing/instruction (ensure all students including subpops are proficient; help move proficient to advanced);


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reference (SREB: Literacy Across the Curriculum). Specific strategies will be emphasized/used in every classroom during designated time periods as determined by the departments; examples/results will be kept in folders in teachers' classrooms for data analysis to determine effectiveness and the Results/Evaluation form will be turned in to the principals at the end of each semester to determine effectiveness. By focusing on these strategies, teachers will help ALL students to be better prepared for Grade 11 Literacy exams.(10. The professional development two-year plan addresses the academic achievement problems that caused the school to be identified.) Action Type: Alignment Action Type: Collaboration Action Type:


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Equity Action Type: Professional Development Action Type: Special Education

The effectiveness of the program will be determined by assessments. Formative: CWT (Classroom Walkthrough) conducted by principals, curriculum supervisors, focus teacher, and literacy specialist; writing folders; teachers' strategies folders; lesson plans, pacing guides; common assessments; Landmark assessments; peer observation sheets; documentation of team meetings in lesson plan notebook. Summative: Teachers' Results/Evaluation Strategy Form turned in at the end of each semester; Semester exams; 11th Grade Literacy Exam. The collection of data for 2010-11 reflects the following:

Assistant Principal, Ricky Tucker

Start: 07/01/2012 End: 06/30/2013


● Computers ● District Staff

ACTION BUDGET: $


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Formative assessments: CWT's, strategies folders, lesson plans, documentation of team meetings, peer observation completed forms, and professional development survey indicate that teachers are understanding and are using strategies in their classrooms. As a result of the Classroom Walkthrough Data, there was evidence that at least one effective strategy was being implemented by every teacher and some teachers were implementing multiple strategies. Administrators conducted CWT's using Teachscape. The data for 2010-11 indicates that teachers are spending the majority of time on Knowledge and Comprehension. Administrators stressed the importance of moving to higher levels of


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Bloom's. CWT's will continue this year with an emphasis on the higher levels, more interactive lessons/less lecture, more effective use of rubrics, more student work displayed, an increase in differentiated learning opportunities, and more small group/student centered learning/activities. Action Type: Program Evaluation

Professional development funds will be used to pay registration fees, travel, lodging, and meals for teachers attending conferences including but not limited to ASCD, AAEA,ADE workshops/ACTAAP, AEA Curriculum Consortium, Counselor's Conference,and on-going professional development and educational training that support the curriculum and address the needs of the subpopulations.

Renee Parker, Principal

Start: 07/01/2012 End: 06/30/2013


● Teachers

PD (State-223) - Purchased Services:

$3122.00

ACTION BUDGET: $3122


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Action Type: Equity Action Type: Professional Development

Specific strategies will address the needs of the subpopulations and will help to reduce the disparity between the subpops: Ruby Payne Strategies (understanding learning and the use of strategies as they relate to children of poverty); Eric Jensen's Teaching with Poverty in Mind; one-on-one tutoring and EXCEL (an accelerating class for one period each day for those students not proficient on 8th grade Benchmark) class taught by a FTE (0.50) to help students be successful in the classroom and on Grade 11 Literacy exam; faculty meetings(results of Landmark tests to identify weaknesses and implement strategies to improve students' weak areas)(10.). NSLA funds will

Assistant Principal, Gary Steelman

Start: 07/01/2012 End: 06/30/2013


● Computers ● Performance

Assessments ● Teachers

NSLA (State-281) - Purchased Services:

$274.00

NSLA (State-281) - Employee Benefits:

$3469.00

NSLA (State-281) - Employee Salaries:

$12292.00



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be used to pay the EXCEL instructor and substitutes. The effectiveness of the program will be determined by the results Landmark assessments, classroom assessments/APEX, and Grade 11 Literacy exam. Action Type: Equity Action Type: Professional Development Action Type: Program Evaluation

Based on a faculty/staff survey, the following professional development will be provided for the two-year plan: Technology(six hours) with time in each technology area depending on teacher needs. All CFHS teachers will participate in Effective Questioning and curriculum alignment, which received the highest percentage for need on the survey. These strategies will help meet the academic needs of all subpopulations, including


Start: 07/01/2012 End: 06/30/2013




ACTION BUDGET: $


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students with disabilities and low socio-economic students. During August inservice all staff will be given spring 2012 test results and will analyze the Grade 11 Literacy Exam and EOC Biology/Algebra/Geometry Exams data to identify weak areas (using Instructional Analysis Tool)and determine changes they will need to make in classroom instruction. Peer observations in classrooms will also document implementation of strategies/techniques learned. Teachers will continue vertical and horizontal discussions with colleagues as they continue to improve the alignment and implementation of the curriculum. These strategies, which are thoroughly aligned with the curriculum frameworks, will help to reduce the disparity between the


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subpops. Teachers will have time allotted during the pre-school workshop to develop lessons using the strategies, and the process will continue throughout the year during team meetings and other collaborations. Administrators, focus teacher, and other teachers will attend state, regional and national conferences, which support the curriculum and address the needs of the subpopulations. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion


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Past and on-going Professional Development for the two-year plan includes the following: Smart Step/Next Step Strategies; Advanced Placement/Differentiation; Quality Teaching in a Culture of Coaching; Building Academic Vocabulary; Janet Allen's Tools for Teaching Content Literacy; SREB: Literacy Across the Curriculum; Marzano's A Handbook for Classroom Instruction that Works; Lisa Carter's Total Instructional Alignment; The Learning Institute Consortium; Classroom management; Technology (instructional technology in classrooms). These research-based strategies will address the needs of all students falling below proficient. Action Type: Alignment Action Type: Collaboration Action Type:


Start: 07/01/2012 End: 06/30/2013


● Computers ● District Staff ● Outside



ACTION BUDGET: $


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Equity Action Type: Professional Development Action Type: Technology Inclusion

The Leadership Team will lead the school in growing as a Professional Learning Community by establishing a curriculum using research-based best practices to ensure making AYP for all groups in math, literacy, and biology. The Leadership Team will meet periodically for analysis of data to determine what is working. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


● Performance Assessments

● School Library ● Teachers

ACTION BUDGET: $

District Leadership Team will meet periodically to assess data and determine strategies to meet AYP and to provide technical assistance and support to buildings that are in school improvement. Action Type: Alignment Action Type:

Leslie Mayo, Special Programs Coordinator

Start: 07/01/2012 End: 06/30/2013


● Central Office ● District Staff ● Performance

Assessments

ACTION BUDGET: $


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Collaboration

Based on the faculty survey given in April, 2012, teachers demonstrated wanting Effective Questioning and curriculum alignment and of recognizing the need for raising the expectations of students, CFHS will continue its work with The Learning Institute as we transition to the Common Core. Teachers will meet once each quarter to evaluate the quarter and to revise/plan as needed for the next quarter as the program is implemented. Landmark results will provide feedback on the effectiveness of the program. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion

June Kirtley, Literacy Specialist

Start: 07/01/2012 End: 06/30/2013


● Central Office ● Computers ● District Staff ● Performance


ACTION BUDGET: $


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ALE, located on the CFHS campus, is provided for students who are in need of such services, based upon the state eligibility guidelines. The ALE Placement Team (a principal, counselor, school psychologist, teacher) determines the appropriate level of intervention necessary for students' success; support personnel, including school counselors, mentors, truancy officer, social worker, school psychologist, and nurse help students and their families with complex issues. Using research-based strategies and programs, certified teachers implement the high school curriculum/state frameworks. Computer based Apex Learning, which is aligned to state frameworks, is also used with students. The effectiveness of


Start: 07/01/2012 End: 06/30/2013


● Central Office ● Computers ● District Staff ● Teachers ● Teaching Aids

ALE (State-275) - Purchased Services:

$1002.00

ALE (State-275) - Materials & Supplies:

$1000.00

ALE (State-275) - Employee Benefits:

$18934.00

ALE (State-275) - Employee Salaries:

$71831.00



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the program will be evaluated by studying student progress in the curriculum and scores on TLI and state assessments. ALE funds will be used to pay for instructional staff for high school curriculum including credit recovery: English, reading, and social studies (FTE .4285); math (FTE .1429); science and special education (FTE .2857); physicial education (FTE .1429); NJROTC elective (FTE .2857); instructional supervisor (FTE 1); and district supervisor (FTE.0250). ALE funds will be used to pay for materials and supplies. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Special Education Action Type: Technology Inclusion


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Building administrators will conduct daily Classroom Walkthroughs in their designated classrooms, rotating every two weeks, to monitor instruction. Using Teachscape, administrators will input information from CWT observation sheet. Individual and school-wide results will be tabulated and given to teachers for individual results and school-wide for all faculty data analysis(10.A.7.). Action Type: Collaboration Action Type: Program Evaluation

Principal, Renee Parker

Start: 07/01/2012 End: 06/30/2013




ACTION BUDGET: $

In addition to the strategies listed in the comprehensive literacy intervention, results of Landmark assessments will be used to target areas of students who are falling below proficient. Remediation/tutoring sessions will be held to address individual needs


Start: 07/01/2012 End: 06/30/2013


● Teachers ACTION BUDGET: $


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(10.A.8.). The importance of tutoring students, especially one-on-one, in their weak areas according to Landmark results is working and will be continued. Action Type: Collaboration Action Type: Program Evaluation

NSLA provides research-based programs and activities for improving instruction and increasing student achievement. NSLA funds will be used to support the K-12 Literacy Specialist (FTE.3583) in providing leadership, coordination and professional development to the K-8 Literacy Coaches and in working directly with the 9-12 teachers including teachers of record in improving student and teacher performance. Funds will provide one period for a literacy focus teacher (FTE .1429) to

Leslie Mayo, Special Programs Coordinator

Start: 07/01/2012 End: 06/30/2013


● Central Office ● District Staff ● Performance



$8101.00


$33072.00



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assist the literacy specialist with teacher/student development and instructional alignment to improve all teachers' and students' performance to reduce the disparity of the subpopulations. The effectiveness of this program will be determined by results of Landmark assessments, classroom assessments, and Grade 11 Literacy exam. Action Type: AIP/IRI Action Type: Equity Action Type: Professional Development Action Type: Program Evaluation

Professional development funds will be used to pay for off-contract time for ELA teachers to have time to examine student work and data and through rich conversations design appropriate interventions and strategies for student improvement.


Start: 07/01/2012 End: 06/30/2013

● Outside Consultants


● Teachers

ACTION BUDGET: $


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Teachers will review students' progress and strategies with parents during Parent/Teacher Conferences and schedule other conferences as needed (10.A.8.). Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion

An RTI (Response to Intervention) team will be established to monitor special education placement to avoid overly identifying special education students. During 2012-2013, an Early Interventionist Coach will assist in the development of the team. Resouces will be purchased to assist the RTI team. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program

Special Education Coordinator, Joyce Howell

Start: 07/01/2012 End: 06/30/2013


● Computers ● District Staff ● Performance


NSLA (State-281) - Materials & Supplies:

$1000.00



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Evaluation Action Type: Technology Inclusion

Teachers of junior high school studetns will select juniors to mentor with teachers selecting one junior from each class period when possible. These selected juniors will be those who are not scoring proficient on Landmarks. Results of Grade 11 Literacy exam indicate that some students with mentors have scored proficient; therefore, the program will continue. Action Type: Equity


Start: 07/01/2012 End: 06/30/2013



● Teachers

ACTION BUDGET: $

During 2010-2011, CFHS applied for and received an AAIMS grant with the purpose of increasing the number of qualifying scores on AP exams and the number of students, especially minority students, in AP and Pre-AP classes. To provide a more

Robin Cole, GT/AP Coordinator

Start: 07/01/2012 End: 06/30/2013

● District Staff ● Teachers


$4045.00

PD (State-223) - Employee Benefits:

$1805.00

PD (State-223) - Employee Salaries:

$8400.00



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rigorous curriculum and help students achieve success in these classes and on AP exams, Pre-AP and AP teachers will attend AP summer institutes and Laying the Foundation training being held from July 1, 2012 until June 30, 2013. The enhanced curriculum should insure that all students are proficient on the Grade 11 Literacy exam. PD funds will be used to pay expenses not covered by the grant. Action Type: Alignment Action Type: Professional Development

Research studies reveal that time spent reading books is the single best predictor of academic achievement; therefore, all CFHS students will participate in STAR Reading/Accelerated Reader to improve reading and academic achievement. Students will test for their ZPD (Zone of

Librarian, Kathy Bowles

Start: 07/01/2012 End: 06/30/2013


Assessments ● School Library ● Teachers

ACTION BUDGET: $


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Proximal Development represents the level of difficulty that is neither too hard nor to easy, the level at which optimal learning takes place), check out books in their ZPD, read at least one book a month, AR test on books read, take AR books to every class so they can read during any available time. During English classes, teachers will develop a schedule for AR reading so students can become accustomed to daily reading and having a book to read with them at all times. The schedule will vary with individual teachers. Students will STAR Test three times (August, January, May), and teachers will use results to monitor progress and provide guidance. The effectiveness of the program will be determined by results of STAR Tests, IOWA, and


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Grade 11 Literacy Exam. Action Type: Alignment Action Type: Collaboration

To improve instruction, all teachers will be videoed at least once a month, and they will reflect on their instruction by examining level of questioning, strategies used, and student engagement. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion


Start: 07/01/2012 End: 06/30/2013



NSLA funds will be used to pay registration, meals, and lodging for AP teachers to attend the summer AP institutes that occur between July 1, 2012 and June 30, 2013. Action Type: Alignment Action Type: Professional Development

Robin Cole Start: 07/01/2012 End: 06/30/2013



$1629.00


$866.00


$4000.00



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Remediation and transportation will be provided for students at the high school not making proficient on the state benchmark and end of course assesments for summer school in order to reduce the disparity between the subpopulations and to improve student performance as measured by state and local assessments. AIP's and IRI's will be written for each student(including special education students if not included in their IEP) based on their individual performance on the assessment with input from the school and the parent/guardian. NSLA will pay the salaries and benefits for teachers at $25 per hour,and supplies. Action Type: Alignment Action Type: Equity


Start: 07/01/2012 End: 06/30/2013


● Teachers


$38324.00


$8294.00


$3020.00


Total Budget: $224480

Intervention: Implementation of curriculum alignment for literacy.


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Scientific Based Research: SREB: Literacy Across the Curriculum: Setting and Implementing Goals for Grades Six through Twelve,Making Middle Grades Work, Site Development Guide #12, Southern Regional Education Board, 2004. Jacobs, Heidi Hayes.(1997) Mapping the Big Picture: Integrating Curriculum and Assessment K-12.ASCD.


All teachers including special education teachers, ALE teachers, and Excel staff will meet during the pre-school workshop and periodically for team meetings with departmental/same course colleagues to align the curriculum and to develop pacing guides using curriculum frameworks. They will also meet with same grade level teachers for interdisciplinary studies/projects to develop and align cross-curricular lesson plans and common assessments. The teachers will continue to use Lisa Carter's Total Instructional Alignment. They will implement the strategies learned during the 2010-2011 book study of Eric Jensen's Teaching with Poverty in Mind

Teacher, Alicia Burdue

Start: 07/01/2012 End: 06/30/2013


● District Staff ● Teachers ● Teaching Aids

ACTION BUDGET: $


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to reach our low socioeconomic population. All teachers will implement the Grading Policy,which was revised to have a greater impact on student learning with emphasis on SLE's, located in the Teacher Handbook. Teachers will develop lesson plans from their pacing guides/curriculum frameworks and will email them weekly to the appropriate supervisors: principals, literacy specialist, focus teacher, and/or department chairs. Action Type: Alignment Action Type: Collaboration Action Type: Special Education

English/Language Arts Teachers will have a workshop to align the curriculum and develop pacing guides using curriculum frameworks. Lesson plans will be developed for preparing students for

Teacher, Joyce Flowers

Start: 07/01/2012 End: 06/30/2013


● District Staff ● Teaching Aids

ACTION BUDGET: $


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Landmark Assessments with emphasis on Reading MC Content and OR Literary/Content/Practical and Writing Content/Style. Materials will be purchased for the teachers attending alignment meetings. Teachers will develop plans for teaching major essay types tested on Grade 11 Literacy exam. All students will participate in writing instruction including writing-to-learn, writing-to-demonstrate learning and authentic writing. This includes teacher explanation and modeling of all writing skills, followed by guided practice and independent practice. Interrelating literature, grammar/usage, and writing will be stressed. Action Type: Alignment Action Type: Collaboration Action Type: Professional


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Development Action Type: Special Education

Special education teachers will be in selected English classrooms for inclusion to work as co- teachers to aid students, especially subpopulations, who are not proficient on Benchmark and Grade 11 Literacy exams. Action Type: Alignment Action Type: Collaboration Action Type: Special Education

Teacher, Gwen Stennis

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

To evaluate the effectiveness of curriculum alignment and implementation of curriculum frameworks and to determine needed changes/reinforcements, assessments will be used. Formative:Lesson plans,pacing guides; teacher-made assignments/tests; Landmark assessments;writing folders;documentation of same-subject and cross-curricular team meetings;CWT (Classroom

Teacher, Rachel Gaston

Start: 07/01/2012 End: 06/30/2013


● District Staff ● Performance


ACTION BUDGET: $


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Walkthrough). Summative:Landmark assessments;comprehensive semester exams;Grade 11 Literacy exam. The data for 2011-12 indicates that more teachers are including strategies in the lesson plans but these are not reflected in CWTs. Same-course teachers are meeting more often to plan lessons and develop common assessments. Improvements are needed in the following: (1)Continue to work on selecting best strategy for lessons (2)Better documentation of strategies in "green" folder (3)Continue alignment and assessment collaboration (4)Add Effective Questioning to collaboration. Action Type: Collaboration Action Type: Program Evaluation Action Type: Special Education


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Core teachers at CFHS and ALE will have a workshop to align the curriculum and develop pacing guides using curriculum frameworks as they transition to the common core. They will develop and align cross-curricular lesson plans,including reading and writing strategies. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Pam Vaughan

Start: 07/01/2012 End: 06/30/2013


● District Staff ● Outside

Consultants ● Teachers ● Teaching Aids

ACTION BUDGET: $

Teachers will continue to add relevant data to their Assessment Notebooks and plan strategies/instruction to address weak areas especially in Reading MC Content and OR Literary/ Content/Practical and Writing Content/Style. Action Type: Alignment Action Type: Collaboration

English Teacher, Rachel Gaston

Start: 07/01/2012 End: 06/30/2013




ACTION BUDGET: $


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English teachers and other content teachers will implement the strategies they learned at TLI workshops during 2011-2012 to improve instruction and raise student achievement. Workshop topics included Released Items, Writing/Scoring Open Response, Writing Domains, Rhetorical Modes, and Core Reading (10.A.8.). Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion


Start: 07/01/2012 End: 06/30/2013

● Computers ● Outside



ACTION BUDGET: $

CFHS will partner with TLI to provide module testing for students enrolled in Math, Literacy, and Science. NSLA money will pay the registration and copier supplies for this testing. The effectiveness of the partnership will be determined by results of Landmark


Start: 07/01/2012 End: 06/30/2013

● Teachers NSLA (State-281) - Purchased Services:

$17816.00


$4004.00


$927.00


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assessments, Grade 11 Literacy exam, and EOC exams in Algebra, Geometry, and Biology. Action Type: Alignment Action Type: Equity Action Type: Program Evaluation


$3035.00


At risk freshmen at CFHS will be assigned a senior mentor that has demonstrated success in academically and socially during their four years in high school. Freshmen will be chosen by the administration at the middle school and the seniors will be chosen by the high school administration and counseling staff. The mentor/mentee pairs will meet during homeroom time twice a month just to touch base with each other. They will have a breakfast one morning each month and will read and discuss the book The Seven Habits of Highly


Start: 07/01/2012 End: 06/30/2013


● Teachers


$4000.00



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Effective Teens by Steven Covey. A faculty advisor will be selected to monitor this group and to settle any problems that might arise. The mental health coordinator for the district will meet and train the mentors and will meet with them regularly to ensure that effective counsel is being given. The mentor/mentee program will be called "Redbirds Rising" and will culminate with two educational field trips and a luncheon. Action Type: Alignment Action Type: Equity


Intervention: Implementation of required Academic Improvement Plan.

Scientific Based Research: DuFour, Richard. Whatever It Takes, National Education Service, 2004. Educational Leadership, May 2004, Vol. 61, Number 8. Schools as Learning Communities.



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A group of teachers and counselors will identify students needing an Academic Improvement Plan who did not score proficient on the Benchmark and Grade 11 Literacy exams. All teachers including special education teachers, Excel staff, Community Learning Center staff, literacy specialist, and/or focus teacher will collaborate with parents in developing Academic Improvement Plans for the students. Selected teachers (including focus and remediation teachers), Teachers as Advisors mentors, Excel staff, and Community Learning Center staff will work with parents to address any issues concerning AIPS. Research-based strategies listed in the Comprehensive Literacy intervention


Start: 07/01/2012 End: 06/30/2013


● Computers ● District Staff ● Performance


ACTION BUDGET: $


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and A+LS/JEdI/Apex software will be used to enhance AIPs and to help remediate non-proficient students(10.A.8.). The areas addressed in the AIP will be those on the Benchmark and/or Grade 11 Literacy exam that are below the state percent that is considered proficient. Addressing individual weaknesses should help improve the disparity in subpopulations. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion


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Principals, special education teachers, literacy specialist and focus teacher will review AIP folders for completion. Action Type: AIP/IRI


Start: 07/01/2012 End: 06/30/2013



● Teachers

ACTION BUDGET: $

Teacher mentors will continue the program of evaluating a student’s reading/writing folder so they can provide one-on-one mentoring to help students with their weak areas. Teachers will meet with these students throughout the year to evaluate progress. Eligible students for extended day programs will be those who did not score proficient on the Benchmark or Grade 11 Literacy Exam. Seniors who scored 185-199 will meet Tuesday afternoons at CFHS. Special education students who have an AIP and who do not have a study skills class will receive remediation at

Teacher, Joyce Flowers

Start: 07/01/2012 End: 06/30/2013


● Teachers


$12350.00



ACSIP

CFHS in the library using Apex and one-on-one tutoring.Seniors scoring 184 and below will attend the Community Learning Center on Monday, Tuesday, Wednesday, or Thursday afternoon or Saturday morning. The after school tutoring, one-on-one mentoring, and Excel (9th grade) programs should close the gap of the subpopulations. Computer-assisted instruction (including A+LS software, JEdI,and Apex), small group instruction, and individualized instruction will be used to remediate students(10.A.8.). Funds are budgeted for APEX. Action Type: AIP/IRI Action Type: Equity Action Type: Professional Development


ACSIP

Assessments will be used to determine the level of proficiency and to test out of remediation. Formative: Teacher-made assignments; computer-generated assignments; released items. Summative: Landmarks; Grade 11 Literacy exam released items. Checklist of proficient/non-proficient students will be completed and given to mentoring teachers, department chairs, and principal; and as remediation is completed, the checklist will be updated and provided to these same staff members. The collection of data for 10-12 indicates the intervention is working in addressing weak areas and helping students meet proficiency. The collection of data/AIP folders for 2010-11 indicates the students continued in remediation until they had

Teacher, Janise Walker

Start: 07/01/2012 End: 06/30/2013



● Teachers

ACTION BUDGET: $


ACSIP

reached their goal of 65-80% proficiency; level of proficiency was determined by the student and his program of study (including IEP's). The collection of data/AIP folders for 2011-12 indicates the students continued in remediation until they reached their goal of 65-80% (including IEP's). Action Type: AIP/IRI Action Type: Collaboration Action Type: Program Evaluation

NSLA funds will be used to provide remediation and transportation for those students in high school not making proficient on the state EOC Algebra/Geometry/Biology and Grade 11 Literacy exam before school, after school, and Saturday school will be available in order to reduce the disparity between the subpopulations. AIP's will be


Start: 07/01/2012 End: 06/30/2013





$1000.00


$3800.00


$18364.00



ACSIP

written for each student (including special education students if not included in their IEP) based on their individual performance on the assessment with input from the school and the parent/guardian. Funds will also be used to provide credit recovery and for materials/supplies. The effectiveness of the program will be determined by Landmark assessments and classroom assessments. Action Type: AIP/IRI Action Type: Equity Action Type: Parental Engagement Action Type: Special Education Action Type: Technology Inclusion

Summer School will be provided for students who need remediation for specific skills/classes. Action Type: Alignment Action Type: Equity


Start: 07/01/2012 End: 06/30/2013





ACSIP

Intervention: Implement a comprehensive Parental Involvement Program.

Scientific Based Research: Warner, Carolyn: Everybody’s House-The Schoolhouse, Corwin Press, 1997. Wherry, John H.: “Parents Still Make the Difference,” The Parent Institute, NIS, Inc. Act 603.


The Parent Facilitator will organize meaningful training for staff and parents promoting and encouraging a welcoming atmosphere to parents in the school and to undertake efforts to ensure that parental participation is recognized as an asset to the school(8.H.1.J.)(10.C.4.). Action Type: Parental Engagement

Parent Facilitator, Gary Steelman

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

The Parent Facilitator will serve as a liaison for teachers and parents. At the principal’s or counselor’s request, he or the truancy officer will make home visits with hard to contact parents and/or provide transportation if needed for conferences(8.H.1.G.). Action Type: Collaboration


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

Action Type: Parental Engagement

All faculty and staff will receive two hours of in-service in Parental Involvement designed to enhance understanding of effective relationships with parents (10.C.4.). Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development

Counselor, Darla Stivers

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

Scheduled parent/teacher conferences will be held during the first and third nine weeks to assess students’ strengths and weaknesses. The conference will include a review of student’s writing folder, landmark assessments for math and literacy, released test item practice, and graded essays. Parents and teachers will plan strategies to address weak areas. Other conferences will


Start: 07/01/2012 End: 06/30/2013



● Teachers

ACTION BUDGET: $


ACSIP

be held any time a parent or teacher makes a request. As needed, special conferences will be held after mid-quarter progress reports and Landmark Assessment reports to address students’ progress and make plans for improvement (10 C.4.)(8.H.1.I). Action Type: Collaboration Action Type: Parental Engagement

CFHS will maintain a Parent Resource Center with check-out materials available for parents through the library. These will include parenting books, magazines, and other materials regarding math and literacy test-taking skills, reading strategies, responsible parenting skills, and other areas of interest(8.H.1.H.)(10.C.4). Funds will be used to supply resource

Librarian, Kathy Bowles

Start: 07/01/2012 End: 06/30/2013

● District Staff ● School Library ● Teachers ● Teaching Aids


$1500.00



ACSIP

center with necessary items. Action Type: Parental Engagement

Information packets containing information appropriate for high school students including all testing dates/information and current selections available from the library will be distributed(8.H.1.A.). Action Type: Parental Engagement

Counselor, Tavitha Wooten

Start: 07/01/2012 End: 06/30/2013


● District Staff ● School Library

ACTION BUDGET: $

The Parent Facilitator will conduct an annual survey of parents to seek volunteers. Other community members will be asked to volunteer through partnerships/business connections/civic clubs/interests. A Volunteer Resource Book will be updated annually. The book will list the interests and availability of volunteers for school staff members’ use. Volunteers


Start: 07/01/2012 End: 06/30/2013


● Community Leaders

● District Staff

ACTION BUDGET: $


ACSIP

listed will include those who have “real world” experiences in math and literacy(8.H.1.C.). Action Type: Collaboration Action Type: Parental Engagement

A letter will be sent to all parents attesting to the school’s commitment to parental involvement, listing the resources available to parents, highlighting important test dates and conferences, and explaining the role of parents and teachers in the success of every child.(8.H.1.A.) Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

Seminars including College Fairs, Career Fairs, Financial Aid/Scholarships will be held to inform parents of high school students about how to be involved in the decisions affecting course selections,


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

career planning, and preparation for post-secondary opportunities(8.H.1.E.)(10.C.4). Action Type: Parental Engagement

The Parent Facilitator and a committee of faculty and parents will develop a process for resolving parental concerns; the process will be addressed in the student handbook (8.H.1.D.). Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

Annually, parents will serve on committees to provide input and/or feedback including but not limited to School Parental Involvement Policy, Handbook Review Committee, ACSIP Committee, and PTO Executive Board. Action Type: Collaboration Action Type: Parental Engagement


Start: 07/01/2012 End: 06/30/2013


● Central Office ● Community

Leaders ● District Staff ● Teachers

ACTION BUDGET: $


ACSIP

Faculty and staff participate in an annual United Fund raising campaign and in the American Cancer Society’s Relay for Life fundraiser. Action Type: Collaboration Action Type: Parental Engagement

Anita Stafford Start: 07/01/2012 End: 06/30/2013




ACTION BUDGET: $

The effectiveness of the Parental Involvement Program will be determined by assessments. Formative: Records of parental attendance at parent/teacher conferences,Open House,seminars including “Parent Involvement Meetings," files of newsletters,and files of newspaper articles and letters. Summative: AYP on Grade 11 Literacy Exam and End of Course Algebra, Geometry, and Math Exams; Volunteer Resource Book; and Informational Packets. The collection of data for 2011-


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

12 indicates the intervention is working in the area of implementing parental involvement; however, improvements are needed in the number of parents attending parent/teacher conferences and improvements are needed in updating the Volunteer Resource book. Also, a better system of documentation of parents attending/participating in various activities is needed and will be implemented. On September 12, 2011 Family Night/Open House/Report to the Public was held in partnership with Lockheed Martin with 558 parents and students attending(increasing attendance to 63%),plus over 100 engineers and teachers(8H.1.B.I.J.). Action Type: Program Evaluation


ACSIP

The Teachers as Advisors program will be continued to mentor students in needed areas: AIP, Landmark Test Results, grades, graduation requirements, registration, attendance. Throughout the year, advisors will review the students’ writing folders as needed based on Landmark Assessments for one-on-one mentoring to help students prepare for the Grade 11 Literacy Exam. Teacher Advisors will relay student information to parents during parent-teacher conferences and/or by email or phone as needed with suggestions for student improvement. Teacher Advisors will contact their students by phone, mail, or email during the summer to check on their progress with summer reading. Teachers will update their


Start: 07/01/2012 End: 06/30/2013




ACSIP

contact information before the end of school (8.H.1.I.)(10.C.4.). Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Our school supports and encourages the formation of any PTA/PTO(8.H.1.F.) Action Type: Parental Engagement

Parent, Patti Wingfield

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

During the August inservice, ACSIP team members for the high school reviewed, gave comments and revised as needed the building plan. During August 2012, ACSIP chairs from all buildings in the district met to review building plans. In September 2012, CFSD Special Programs Coordinator, K-12 Literacy Specialist,K-12 Math Specialist, ACSIP chairs and building principal met to review the CFHS plan for the 12-13 school year.

Special Programs Coordinator, Leslie Mayo

Start: 07/01/2012 End: 06/30/2013



Leaders ● District Staff ● Outside



ACTION BUDGET: $


ACSIP

This process included the extension of the ACSIP, the two-year plan. In September 2012 the Special Programs Coordinator, Literacy, Math, and Science Specialists, academic coaches and building principals met for the peer review of the plan. Minor adjustments were made, and all building plans were submitted to the district level for final approval. Action Type: Collaboration Action Type: Parental Engagement Action Type: Program Evaluation

Parents will be invited to attend Freshman Orientation before school begins to help with transition to high school. To provide instruction to a parent on how to incorporate developmentally appropriate learning activities in the home environment

Parent Coordinator, Gary Steelman

Start: 07/01/2012 End: 06/30/2013






ACTION BUDGET: $


ACSIP

and to help a parent assist in his/her child's learning, Parental Involvement meetings will be held. Throughout the year, parents will have the opportunity to evaluate their child's progress and receive assistance in helping their child through parent-teacher conferences, emails, and phone calls. These contacts may be initiated by the student, parent, or teacher. (10 C.4.; 8.H.1.B.I.J.) The effectiveness of this action will be measured by an increase in the percentage of parents attending parental involvement activities. Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development


ACSIP

Parental Involvement Meetings will be held to engage parents and students in developmentally appropriate learning activities to be used in the home environment and to help a parent assist in his/her child's learning (8.H.1.A.B.I.)(10.C.4.). Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion

Parent Coordinator, Gary Steelman

Start: 07/01/2012 End: 06/30/2013


● Computers ● Teachers ● Teaching Aids

ACTION BUDGET: $

NSLA funds will be used to employ a mental health counselor (FTE .50)to work with students in grades 9-12 including students in ALE programs and special education programs, as well as other at-risk students that need more assistance than the school counselor can provide. This will assist in decreasing the performance disparity among the

Deputy Superintendent, Fred Lilly

Start: 07/01/2012 End: 06/30/2013




$6829.00


$27562.00



ACSIP

subpopulations. NSLA funds will also be used to provide materials/supplies, travel, training, and conferences. Effectiveness of this action will be measured by a reduction in serious discipline offenses of the targeted students. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Special Education

A Career Coach provided by SAU Tech/Arkansas Works will provide career/educational services to students in grades 8-12 including curriculum, Concurrent Enrollment, Advanced Placement, Early College Programs/College Programs, support services to ease transition to post-secondary education,

Tavitha Wooten, Counselor

Start: 07/01/2012 End: 06/30/2013



Leaders ● Performance



$19000.00



ACSIP

connect educationally disadvantaged students to "bridge" programs, job shadowing, mentoring, internships, visits to businesses/industries, and other career awareness activities. The coach will be instrumental in establishing a Career Development Team. Action Type: Collaboration Action Type: Parental Engagement

CFHS will continue to use Pinnacle Grading System to provide parents with "real-time" access to attendance and up to date records of grades. Title VI funds will be used to support the Pinnacle electronic grade-book system purchased with Title VI funds in the 2005 school year by purchasing a technical support agreement for grade-book and attendance,hosting and by

Kathy Casteel, Pinnacle Gradebook Manager

Start: 07/01/2012 End: 06/30/2013

Title VI State - Purchased Services:

$3404.00



ACSIP

providing more extensive professional development on the system.


Priority 2: CFHS is committed to improving math skills for all of our students on a yearly basis as measured by an improvement in our AMO (Annual Measureable Objective) percentages.

Supporting

1. Combined Population: Grade 8 Augmented Benchmark: In 2012, 50% scored proficient or advanced. In 2011, 45% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Number and Operations(46.2%)and OR Measurement((21.4%). African American: Grade 8 Augmented Benchmark: In 2011, 36% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Geometry(40.1%)and OR Measurement(16.5%).

2. Caucasian: Grade 8 Augmented Benchmark: In 2011, 63% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Number and Operations(55.5%) and OR Measurement(30.5%). Economically Disadvantaged: Grade 8 Augmented Benchmark: In 2011, 40% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Number and Operations (41.0%) and OR Measurement(16.6%).

3. Students with Disabilities: Grade 8 Augmented Benchmark: In 2011, 10% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Number and Operations (24.8%) and OR Algebra (7.3%). Hispanic and LEP sub-populations do not have any data due to fewer than 10 students being tested.

4. Combined Population: EOC Algebra I: In 2012, 58% of students scored proficient or advanced. In 2011, 61% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest performing areas were MC Solving Equations and Inequalities (56.8%) and OR Non-Linear Functions (17.45). African American: EOC Algebra I: In 2011, 57% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest performing areas were MC Solving Equations and Inequalities (53.9%) and OR Language of Algebra(14.9%).

5. Caucasian: EOC Algebra I: In 2011, 65% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Language of Algebra(63.4%) and OR Non-Linear Functions(14.9%). Economically Disadvantaged: EOC Algebra I: In 2011, 55% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest performing areas were MC Solving Equations and Inequalities 55%)and OR Language of Algebra(16.6%).

6. Students with Disabilities: EOC Algebra I: In 2011, 33% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest performing areas were MC Solving Equations and Inequalities(47.9%) and OR Language of Algebra(15.6). Hispanic and LEP: EOC Algebra I: There is not sufficient data due to less than 10 students in these sub-populations being tested.

7. Combined Population: EOC Geometry: In 2012, 56% of the students scored proficient or advanced. In 2011, 61% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Coordinate Geometry and Transformations (58.6%)and OR Triangles(29.9%). African American: EOC Geometry: In 2011, 49% of CFHS


ACSIP

Data: students scored proficient or advanced. The three-year trend analysis shows that the lowest areas were MC Triangles(50.6%) and OR Coordinate Geometry and Transformations (17.7%).

8. Caucasian: EOC Geometry: In 2011, 80% scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC Coordinate Geometry and Transformations(67.3%) and OR Coordinate Geometry and Transformations (32.1%). Economically Disadvantaged: EOC Geometry: In 2011, 48% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC (53.3%) and OR (17.1%)Coordinate Geometry and Transformations.

9. Students with Disabilities: EOC Geometry: In 2011, 66% of CFHS students scored proficient or advanced. The three-year trend analysis shows the lowest areas were MC (35.6%) and OR (3.8%) Coordinate Geometry and Tranformations. Hispanic and LEP: EOC Geometry: There is not sufficient data due to less than 10 students in this sub-population being tested.

10. Combined Population: In 2011, 39% of students scored at the 50th percentile or above on the ITED.

11. Graduation rates: In 2011, the graduation rate was 96%. 12. Needs Assessment – CFHS staff members analyzed the test scores from

the 2012 administration of the 8th grade Augmented Benchmark, EOC Algebra I and Geometry, and 9th grade ITED. We looked at results for the combined population, as well, as each individual sub-population. We examined the data to determine the areas of weakness for our students. On the EOC Algebra exam, the lowest performing MC area for 4 out of 5 sub-pops was Solving Equations and Inequalities, and the lowest performing OR area for 3 out of 5 sub-pops was Language of Algebra, On the EOC Geometry, the lowest performing MC area for 4 out of 6 sub-pops was Coordinate Geometry and Transformations, and the lowest performing OR area for 4 out 6 sub-pops was also Coordinate Geometry and Transformations. The average percent for each strand was significantly lower for open-response items compared to the average percent for multiple-choice items. Our students’ performance on open-response items is having a negative impact on our scores. Teachers will continue to use strategies to teach vocabulary. Weekly vocabulary tests that are formatted like EOC questions will be given. Teachers will continue to work on effective questioning strategies. These strategies will help teachers to be able to determine if students are actively engaged in the lesson and if students are internalizing what is being taught. Asking questions that require students to justify their approach to problem solving solidifies their understanding of the problem.

13. BIOLOGY - In 2012, 33% of students scored proficient or advanced. 14.

GoalTo improve EOC Algebra multiple-choice Solving Equations and Inequalities and open-response Language of Algebra. To improve EOC Geometry multiple-choice and open-response Coordinate Geometry and Transformations.

Benchmark

Benchmark 1: For 2012-13 increase the percentage of 11th grade students scoring at or above proficient on the Grade 11th Literacy Exam to 68.61% for All Students from 2010-2011 - 62.33% and 63.26% for Targeted Achievement Gap Group from 2010-11 - 55.91%


ACSIP

Intervention: Implementation of a Standards-based mathematics curriculum.

Scientific Based Research: ED Thoughts: What We Know About Mathematics Teaching and Learning. P. 44-47, 50-51,61-71, McRel. Edited by John Sutton and Kruegar, Aurora, CO, (2008). Marzano, Robert J. and Debra J. Pickering. Building Academic Vocabulary, ASCD, 2005. Barkley, Stephen G., Quality Teaching in a Culture of Coaching, Rowman & Littlefield Education, 2005, Kenney, Joan M., Literacy Strategies for Improving Mathematics Instruction, ASCD, 2005, Barton, Mary Lee, Teaching Reading in Mathematics, McRel, 2002. Ainsworth, Larry, Unwrapping the Standards: A Simple Process to Make Standards Manageable, Lead+Learn Press, 2003. Posamentier, Alfred S. and Jaye, Daniel, What Successful Math Teachers Do, Grades 6-12, Corwin Press, 2006. Posamentier, Alfred S, et al. Exemplary Practices for Secondary Math Teachers, ASCD, 2007.


Special Education teachers will be in selected math classrooms for inclusion work as co-teachers to aid students, especially Students with Disabilities,in the mastery of math concepts necessary for proficiency on End-of-Course exams. Special Education teachers will be provided with copies of pacing guides and teacher resource materials (i.e.TE of textbook) and will assist in the development of lesson plans. Math teachers will receive on-site training in special education accommodations as they relate to IDEA to address individual needs of our students with disabilities with an emphasis on

Special Education Coordinator, Joyce Howell

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

performance on the EOC Algebra and/or Geometry exams. (10.C.1) Action Type: Collaboration Action Type: Special Education

Teachers will provide one-on-one tutoring in math for ninth through twelfth grade students before and after school. Priority will be given to students that did not score proficient on state exams. The one-on-one help will address the individual weaknesses of these students. Action Type: Collaboration

Karen McManus

Start: 07/01/2012 End: 06/30/2013


ACTION BUDGET: $

CFHS has formed a Leadership Team whose purpose is to lead the high school to growing as a Professional Learning Community. This team will promote a curriculum that uses research-based best practices to ensure that all groups in literacy, math and biology meet AMO. The Leadership Team will meet periodically in a designated meeting room.

Ricky Tucker, Assistant Principal

Start: 07/01/2012 End: 06/30/2013


● Computers ● Teachers

ACTION BUDGET: $


ACSIP

The meeting room will house an Assessment Wall that will be used to analyze data and determine what is and is not working. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Special Education

During Fireside Chats (monthly faculty meetings), Team Meetings, and district in-service days, all CFHS and ALE math teachers (including Special Education math inclusion teachers) will continue to review strategies learned from previous professional development. Teachers will continue to identify concepts (what it is students need to know) and skills (what it is students should be able to do),

Karen McManus

Start: 07/01/2012 End: 06/30/2013


Consultants ● Teachers ● Teaching Aids

PD (State-223) - Materials & Supplies:

$2220.00



ACSIP

and the big ideas for their content area standards. This will allow teachers to have a greater understanding of what they need to teach, and the depth to which they need to teach the content. This in turn will impact student achievement because students will have been exposed to the level of understanding needed for proficiency on end-of-course exams. Professional development funds will be used to provide needed materials and supplies for the faculty meetings. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion


ACSIP

CFHS and ALE math teachers and Special Education inclusion math teachers will receive training (local, regional, state, national) on the effective use of technology in the classroom. TI-Nspire calculators have been purchased for all math classrooms. All math and science teachers received Smart Bundles consisting of interactive white boards, Mobi interwrite pads and student response systems to enhance the use of technology in their classrooms. The use of technology in the classroom makes mathematical ideas more visual for students of all abilities, helps students to organize and analyze data, and increases computation efficiency and accuracy. These are all skills that are necessary for students to be proficient on EOC exams. Action Type: Collaboration

Karen McManus

Start: 07/01/2012 End: 06/30/2013


Consultants ● Teachers

ACTION BUDGET: $


ACSIP

Action Type: Equity Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion

PD funds will be used to pay registration, meals, travel, lodging for administrative staff to attend ASCD, AAEA, College Board, or AASSP meetings that are in-state. Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013


● Teachers


$5096.00


Professional development funds will be used to pay substitute teachers for Collaboration days so that math teachers may work during the school day to develop curriculum including common assessments,to examine assessment data, and to continue their work on effective questioning. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Pam Vaughan, Math Specialist

Start: 07/01/2012 End: 06/30/2013


● Teachers


$923.00

ACTION BUDGET: $923


ACSIP

NSLA funds will be used to employ a science specialist(FTE .3583)to work two periods a day with the science teachers, Special Education teachers, ALE science teachers and staff to increase student achievement. The science specialist will oversee the completion of EOC Biology AIP's and student remediation. This specialist will collaborate with the math focus teacher and instructional facilitator to build connections between math and science content areas. The effectiveness of this action will be meaured by TLI landmark scores, 9-week and semester test scores, and EOC exam scores. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education

Renee Parker Start: 07/01/2012 End: 06/30/2013


● Central Office ● Teachers


$6407.00


$29130.00



ACSIP

The CFHS Leadership team met in early April 2012 to begin discussion of professional development for the 2012-2013 school year. A survey, using Survey Monkey,was designed for teachers to complete that indicated their level of need in the areas that were identified in the two-year plan: Effective Questioning, Advanced Placement and Differentiation, more time for vertical team planning, same course meetings to drill down deeper into data, develop lesson plans, develop common assessments, and revise pacing guides as needed. The committee also recommended more information regarding accommodations for Section 504, IDEA, and new rules and legislative changes so teachers will be better prepared to meet the needs of our diverse population. During August in-

Gary Steelman

Start: 07/01/2012 End: 06/30/2013


● Central Office ● District Staff ● Teachers

ACTION BUDGET: $


ACSIP

service departments will have designated time to meet. The math department will use this time to develop common lesson plans that increase student engagement and create common assessments. Same content teachers will determine strategies needed to help all sub-pops improve scores. The district LEA supervisor will present information on differentiation, Section 504, and IDEA. The Superintendent will provide updates on new rules and regulations. The principal will share facts from brain research that help teachers to understand the needs of the teenage learner. Members of the faculty attending AP and LTF training during the summer of 2012 will share advanced placement and differentiation strategies with teachers. Teachers will continue to implement strategies


ACSIP

learned from the book study, Eric Jensen's "Working With Students From Poverty" to address the needs of our Students from Low Socio-economic sub-pop. Action Type: Collaboration Action Type: Equity Action Type: Professional Development

NSLA funds will be used to purchase supplies to support science and math supplemental instructional activities. The effectiveness of the action will be measured by test data from TLI landmarks, EOC exams, ACT, and AP. Action Type: Collaboration Action Type: Equity Action Type: Technology Inclusion

Science Specialist, Pam Vaughan

Start: 07/01/2012 End: 06/30/2013

● Teachers ● Teaching Aids


$8844.00



ACSIP

NSLA provides research-based programs and activities for improving instruction and increasing student achievement. NSLA funds will be used to support the K-12 Math Specialist (FTE.40) in providing leadership, coordination and professional development to the K-8 Math Coaches and in working directly with the 9-12 teachers including teachers of record in improving student and teacher performance. Funds will provide one period for a math focus teacher (FTE .1429) to assist the math specialist with teacher/student development and instructional alignment to improve all teachers' and students' performance to reduce the disparity of the subpopulations. The Math Focus Teacher will be available to monitor and conference with


Start: 07/01/2012 End: 06/30/2013





$1659.00


$7000.00



ACSIP

teachers to determine the progress made in implementation of a standards-based mathematics curriculum. He will also serve as a mentor to the math department and offer assistance in developing lesson plans and assessments, implementing new strategies, classroom management, and planning for remediation. Due to his experience in the district, the Math Focus Teacher can also answer those questions that deal with the day-to-day operations of school. The effectiveness of this action will be measured by test data from TLI landmarks, 9-weeks and semester test scores, and EOC exam results. Action Type: Alignment Action Type: Equity Action Type: Professional Development


ACSIP

Title II A funds will be used to provide intensive coach and math training for the Math Coaches and the K-12 Math Specialist through the Southeast Education Cooperative to improve math performance and reduce the achievement gap between the sub-populations. Action Type: Collaboration Action Type: Professional Development

Math Specialist, Pam Vaughan

Start: 07/01/2012 End: 06/30/2013


● Teachers

Title II-A - Purchased Services:

$2586.00


CFHS will continue to participate in the Learning Institute Consortium. All Algebra I, Geometry and Algebra II students will take landmark assessments that are aligned to the AR math frameworks, Common Core Math Standards, Camden Fairview pacing guides, and formatted like the EOC exams. Using an outsider provider for these assessments helps teachers to be more focused in their delivery of content. Data from assessments results helps




Assessments

ACTION BUDGET: $


ACSIP

teachers to identify those students still having difficulty with the content and develop a remediation plan. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education

CFHS math teachers will continue to build students’ math vocabulary. Teachers will implement a different strategy/activity each month and provide documentation in a green folder. Possible strategies/activities include: Frayer Model, Semantic Feature Analysis, Concept Circles, Cue Cards, Word Sort, Writing to Learn, and Flip Charts. Vocabulary test developed by the Math Specialist and formatted like EOC will be given weekly in Algebra and Geometry classes. By building students’ math vocabulary, ALL students will be better prepared for

Yolanda Barnes

Start: 07/01/2012 End: 06/30/2013


ACTION BUDGET: $


ACSIP

comprehending and responding to multiple-choice and open-response items on EOC exams. Action Type: Collaboration Action Type: Equity Action Type: Professional Development

All CFHS teachers will be given the opportunity to attend the AR Curriculum Conference (ACC) held yearly in Little Rock. At this conference, teachers will attend sessions that strengthen content knowledge, learn new strategies for working with diverse populations, and learn the latest innovations in using instructional technology in the classroom. As a result of attending this conference, teachers will be better prepared to meet the daily needs of their students as they prepare all students for proficiency on EOC exams. During district required professional development, all

Pam Vaughan

Start: 07/01/2012 End: 06/30/2013




$500.00

ACTION BUDGET: $500


ACSIP

teachers who attend the ACC will present to the faculty strategies they have implemented as a result of attending the conference including the strategy, how it was implemented, sample student work, and assessment/evaluation of the strategy. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development

The district math specialist will conduct team meetings with same content teachers and Collaboration days with the math department. Time will be spent on developing teachers’ questioning techniques. By focusing on their questioning techniques, teachers will be able to determine if students are actively engaged in the lesson and if students are internalizing

Pam Vaughan

Start: 07/01/2012 End: 06/30/2013




ACSIP

what is being taught. Asking questions that require students to justify their approach to problem solving solidifies their understanding of the problem. Due to the nature of problems in EOC, improving questioning techniques of teachers will ensure that all students are prepared to be proficient on the exams. Teachers will use this time to discuss the results of landmark assessments and plan remediation based on those results, plan implementation strategies for upcoming lessons, and develop common assessments. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education


ACSIP

The effectiveness of the plan will be assessed by the following: CWT(Classroom Walk Through) conducted by principals, curriculum coordinator, math specialist; copies of pacing guides/lesson plans; landmark assessments; nine-weeks exams, semester exams, folder documenting vocabulary strategies, copies of vocabulary tests. The collection of data for the 11-12 school year indicates that CWT were conducted. The literacy, math, and science specialists completed CWT training. Results of CWT were shared at faculty meetings. Data shows that questioning is falling in the knowledge and recall areas. There is a need to improve the levels of questioning in classrooms. Cumulative results of landmarks showed that 68% of Algebra I students were predicted to be





ACTION BUDGET: $


ACSIP

proficient/advanced on EOC. Data shows 61% were proficient or advanced. 67% of Geometry students were predicted to be proficient/advanced on EOC. Data shows that 61% were proficient/advanced. CFHS will continue to participate in the Learning Institute. Weekly vocabulary tests were given in all Algebra I and Geometry classrooms. 100% of math teachers used designated strategies to improve vocabulary. The most used strategies were Frayer Model, Concept Circles, and Word Sorts. Collaboration days with the district math specialist were held. Time was used to develop common lesson plans and assessments, develop standards-based math activities, effective questioning, get training on using the new white boards, and get introduced to the new Common Core State


ACSIP

Standards for Mathematics. Action Type: Program Evaluation

CFHS math teachers will continue to strengthen vocabulary. Teachers will continue to search for instructional strategies that make a difference in vocabulary development. CFHS teachers will also continue improving their questioning techniques. Beginning with the 11-12 school year, teachers will have a lesson video-taped at least once each nine-weeks. The teacher will have the opportunity to reflect on the lesson, both by themselves and with the content area specialist. During the second year, each teacher will be paired with a same content area teacher. Together, the teachers will plan the lesson, be video-taped, and then make changes to further improve the lesson. Action Type: Alignment

Pam Vaughan

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education


Intervention: Implementation of curriculum alignment and mapping for mathematics.

Scientific Based Research: Jacobs, Heidi Hayes. Mapping the Big Picture: Integrating Curriculum and Assessment K-12. ASCD,1997. Jacobs, Heidi Hayes. Getting Results with Curriculum Mapping. ASCD, 2004. Pelfrey, Ron. The Mathematics Program Improvement Review. ASCD, 2006.


CFHS and ALE math teachers and Special Education math inclusion teachers will be provided with curriculum and pacing documents that have been aligned to the AR math frameworks. Teachers will use these documents to develop weekly lesson plans that ensure that ALL students are prepared for End-of-Course exams. Same course teachers will meet weekly during common planning times to verify pacing, share teaching


Start: 07/01/2012 End: 06/30/2013


ACTION BUDGET: $


ACSIP

strategies, and plan common assessments that are consistent for all same content classes. All teachers will implement the Grading Policy, located in the Faculty Handbook, which was revised to have a greater impact on student learning with emphasis on SLE’s. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Special Education

The effectiveness of the plan will be assessed by the following: Formative: CWT(Classroom Walk Through) conducted by principals, curriculum coordinator, math specialist; copies of Pacing guides/lesson plans; landmark assessments. Summative: nine-weeks


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

exams; semester exams. Analysis of data for the 10-11 school year shows the district alignment workshop for all content areas was held June 2-4, 2010. The main focus of this workshop was to adjust pacing and alignment as needed . Teachers also looked at data to determine weak areas and developed additional lessons to address the weaknesses. Classroom observations indicate that teachers are following the pacing guides. Same content teachers met before and after school and during lunch to share ideas and strategies for the upcoming week of instruction. Three Collaboration days were used to revamp lesson plans and pacing guides as needed (especially


ACSIP

since we missed several days due to snow.) Action Type: Program Evaluation

A committee of CFHS and ALE math and science teachers, and Special Education math inclusion teachers will attend a district workshop to align the math and science curriculum to the AR Math and Science frameworks and develop pacing guides. The committee will be immersed in the most current data to determine any changes that may need to be made to the existing document. Time will also be devoted to the Common Core State Standards for Math and how they connect to the current state frameworks. Teachers will continue to use Total Instructional Alignment by Lisa Carter (book study

Leslie Mayo Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

09-10). Lesson plans will be developed for preparing students for landmark assessments and End-of-Course exams, and a copy will be kept in a notebook on each teachers’ desk. Math teachers will e-mail lesson plans weekly to the supervising principal, instructional facilitator, math focus teacher, and Special Education math inclusion teachers. Science teachers will e-mail lesson plans weekly to the supervising principal and science specialist. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education Action Type: Technology Inclusion


ACSIP

CFHS will participate in the TFA program. TFA (Teach for America)participants have attended the most prestigous universities and bring a wealth of content knowledge with them. They are also highly-motivated and have a strong desire to serve the community. Having these people serving as teachers will impact the achievement of all of our students. NSLA funds will be used for their extensive training provided by Teach for America. Action Type: Collaboration Action Type: Professional Development

Fred Lilly Start: 07/01/2012 End: 06/30/2013


$25000.00



ACSIP

CFHS has received an AAIMS grant. The purpose of the grant is to increase the number of students enrolled in AP classes and increase the number of 3, 4, 5 scores on AP exams. All pre-AP and AP teachers will attend AP summer institutes and Laying the Foundation training. The purpose of these trainings is to help teachers put more rigor into the curriculum and prepare students to take advanced placement classes. Teachers will be required to attend a minimum of 4 vertical team meetings during the year. At these meetings time will be spent on aligning the curriculum to assure that concepts flow smoothly from year to year and that students are prepared for the next higher level, and that there


Start: 07/01/2012 End: 06/30/2013

Title II-A - Employee Salaries:

$5000.00

Title II-A - Employee Benefits:

$1083.00



ACSIP

are no gaps in learning. More rigor in the curriculum and less gaps should insure that all students are prepared to be proficient on EOC exams. Action Type: Alignment Action Type: Equity Action Type: Professional Development

CFHS as it particpates with AAIMS will provide student study sessions throughout the year on Saturdays. AP students, AP teachers, and lead teachers are required to attend three Saturday Prep sessions to prepare for upcoming AP exams. Content area consultants provided by AAIMS lead these sessions. NSLA funds will be used to provide supplies, and materials. The effectiveness of the action will be measured in an increase in the number of students


Start: 07/01/2012 End: 06/30/2013

● Teachers NSLA (State-281) - Purchased Services:

$11590.00


$2500.00


$575.00


$2700.00



ACSIP

scoring 3, 4, or 5 on the AP exam. Action Type: Alignment Action Type: Equity

Due to our committment to participate in the AAIMS program, all lead teachers and AP teachers are required to attend the 5 days of training being provided to our AP Teachers. Title II-A and Professional Development funds will be used to cover the expenses. Action Type: Alignment Action Type: Equity Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013

● District Staff Title II-A - Purchased Services:

$9283.17


$2530.00

ACTION BUDGET: $11813.17

At risk freshmen at CFHS will be assigned a senior mentor that has demonstrated success in academically and socially during their four years in high school. Freshmen will be chosen by the administration at the middle school and the

Prinicpal, Renee Parker

Start: 07/01/2012 End: 06/30/2013


ACTION BUDGET: $


ACSIP

seniors will be chosen by the high school administration and counseling staff. The mentor/mentee pairs will meet during homeroom time twice a month just to touch base with each other. They will have a breakfast one morning each month and will read and discuss the book The Seven Habits of Highly Effective Teens by Steven Covey. A faculty advisor will be selected to monitor this group and to settle any problems that might arise. The mental health coordinator for the district will meet and train the mentors and will meet with them regularly to ensure that effective counsel is being given. The mentor/mentee program will be called "Redbirds Rising" and


ACSIP

will culminate with two educational field trips and a luncheon. Action Type: Alignment Action Type: Equity

Title VI funds will be used to increase the internet capability to ensure students are able to access programs used to increase student achievement and allow for project based learning. Action Type: Alignment Action Type: Equity Action Type: Technology Inclusion




● Teachers

Title VI State - Purchased Services:

$33000.00


Total Budget: $93261.17

Intervention: Implementation of required Academic Improvement Plan (AIP).

Scientific Based Research: DuFour, Richard. Whatever It Takes, National Education Service, 2004. Educational Leadership, May 2004, Vol. 61, Number 8. Schools as Learning Communities.


The effectiveness of the plan will be evaluated by: Formative: -Attendance records -Computer generated reports -Remediation lesson plans Summative: -Completion of AIP folders The collection of data for 10-11


Start: 07/01/2012 End: 06/30/2013




ACSIP

indicates that Algebra and Geometry students completed the necessary remediation and the intervention of AIP's is working. Action Type: AIP/IRI Action Type: Program Evaluation Action Type: Special Education

All teachers will receive upated materials to be placed in their assessment notebook during pre-school in-service that contains student scores on Benchmark, EOC, and other relevant information for easy reference during the school year. Students not scoring proficient on benchmark or EOC exams will be identified as needing an AIP (Academic Improvement Plan). Focus teachers, including special education teachers, Excel staff, and Community Learning Center (CLC) staff will receive training in developing AIP's for students they will be mentoring

Renee Parker

Start: 07/01/2012 End: 06/30/2013


● Computers ● District Staff ● Teachers

ACTION BUDGET: $


ACSIP

throughout the year. Computer-aided software such as A+LS/ JEdI/Apex will be used to enhance AIP's and to help remediate non-proficient students. Teachers as Advisors, Math Focus Teacher, Excel staff, and CLC staff will work with parents to develop an AIP for their students. Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Special Education

CFHS and ALE math teachers, special education teachers, Excel staff, and CLC will receive training in evaluating students' EOC results so they can provide one-on-one mentoring to help students with weak areas and make recommendations for attending an extended day program. Eligible students for extended day program will be those who did not score proficient on the benchmark and/


Start: 07/01/2012 End: 06/30/2013


● Computers ● Outside


ACTION BUDGET: $


ACSIP

or EOC Algebra/Geometry exams. Computer-assisted instruction, small group instruction, and individualized instruction will be used to remediate students. Ninth grade students not scoring proficient on the 8th grade Augmented Benchmark will be placed in an Excel class. Students will devote one semester to each area he/she scored non-proficient. Computer software such as A+LS, JEdI, and Apex will be used. Ninth graders (not in Excel) and any Algebra or Geometry student who scored 186 - 199 will meet Thursday afternoons at CFHS. Instruments including released items and landmark assessment items will be used to document completion of remediation and to determine the level of proficiency. These instruments will be created based on individual student needs


ACSIP

and will be given every four weeks and/or as needed. Any student that scored below 185 will attend the Community Learning Center on Monday, Tuesday, Wednesday, Thursday afternoons, or Saturday morning. Students that did not pass the Algebra I EOC will attend remediation through Credit Recovery. They will meet in small groups on Thursday afternoons. The focus will be individual areas of weakness. The purpose will be to prepare students for the next Algebra I retest. The after-school tutoring and one-on-one mentoring programs should close the gap of subpopulations (10.C.7.). Action Type: AIP/IRI Action Type: Collaboration Action Type: Professional Development Action Type: Special Education


ACSIP

NSLA funds will provide a teacher for math (FTE .50) as well as cover substitute teachers fo her to work with students not making proficient on the state Benchmark and for students who need credit recovery in order to reduce the disparity between the subpopultions. AIP's will be written for each student (including special education students if not included in their IEP) based on their individual performance on the assessment with input from the school and the parent/guardian. The effectiveness of this action will be measured by all students completing the required remediation for the 2011-2012 school year. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Technology Inclusion

Math Specialist, Pam Vaughan

Start: 07/01/2012 End: 06/30/2013




$274.00


$3469.00


$12292.00



Priority 4:


ACSIP

Supporting Data:

1. In 2011-12, BMI results for CFHS indicated for males that 41.5% were healthy or underweight, 34% were overweight, and 24.5% were obese. In 2011-12 BMI results for CFHS indicated for females that 36.8% were healthy or underweight, 29.8% were overweight, and 33.3%% were obese. In 2009-2010, BMI results for CFHS indicated that 45.5% of the student male population was at risk of being overweight or overweight and 40.5% of the femaile student population was at risk of being overweight or were overweight.

2. In 2010-11 School Health Index results indicate (Module 1)Active approach to continue reducing access to high caloric/low nutrition foods in Servery(Module 2)More emphasis in curriculum on importance of physical activity and healthy eating (based upon last year's increase in BMI results)(Module 3)PE teachers will strive to keep students actively engaged 74%+ of time in all activities as outlined by state standards. (Module 4)More appealing, low fat items need to be offered through Servery to students/faculty (Module 8)Continue and expand Family Night activities in conjunction with our partnership with Lockheed Martin.

3. As related by the Arkansas Governor’s Initiative Healthy Arkansas, 55.3% of Arkansans failed to meet recommendations for moderate or vigorous activity.

4. In 2011-12, 66% of the students were on free or reduced lunches.

Goal To improve the physical well being of all students through healthy nutrition and physical activity.

BenchmarkHealthier BMI results will be evident by June 30, 2012. There will be a 1/2% difference in the 2011-2012 BMI results indicating healthier lifestyles are being practiced.

Intervention: Camden Fairview High School will implement a comprehensive wellness program.

Scientific Based Research: Eat Well and Keep Moving (http://www.hsph.harvard.edu/nutritionsource/EWKM.html), Evidence-Based Approaches to Worksite Wellness and Employee Health Promotion and Disease Prevention, North Carolina Institute of Medicine and Center for Health Improvement, 2005. Food and Nutrition Information Center's (FNIC) web site at http://www.nal.usda.gov/fnic/pubs and db.html. Clinical Pediatrics, 49(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 childhood. R.A. Dykman, et al.


Students will receive nutrition/health information through teacher advisory periods and designated courses such as Family and Consumer Sciences, Wellness, Health, Physical Education, and other courses


Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

across the curriculum. Physical education and health teachers will align their curriculum to the Frameworks in order to improve the quality of physical education. Physical Education and health teachers will attend workshops on nutrition and physical activity. The staff will receive professional training in nutrition and fitness issues. The School Nurse Supervisor and South Central Service Co-op nurse will provide in-service for the staff on health issues. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Action Type: Wellness


ACSIP

The staff will promote reduction of time students spend engaged in sedentary activities such as watching television and playing video games. The staff will encourage development and participation in family oriented, community-based physical activity programs such as Boys’ and Girls’ Club, gyms, community sports, walkathons, etc. Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness

Buck James, Head Football Coach

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $

The school nurse will conduct BMI annually on students in grade 10. Results will be electronically calculated by the State with results being sent to the school. Individual results will be printed and mailed to parents and will include information about the

Kristi Dean, District Nurse Supervisor

Start: 07/01/2012 End: 06/30/2013


● District Staff ACTION BUDGET: $


ACSIP

possible health effects of BMI, nutrition and physical activity. Forms related to BMI are printed in the Student Handbook for parents’ information. The school nurse will keep up-to-date records of immunizations and other pertinent health issues for individual students. She will conduct vision and hearing screenings for transfer/new students. She will also dispense medicine according to regulations. The school nurse and counselors will promote health-related campaigns such as Drug Awareness and Stamp Out Smoking. Under the supervision of the school nurse, community volunteers will present health-related programs such as Health and Nutrition Awareness, Physical Fitness, and Drugs and Alcohol. The


ACSIP

nurse will promote healthy choices by staff by providing information on health issues including nutrition, stress management, and physical activity. Results of the 2010-2011 APNA (Arkansas Prevention Needs Assessment Student Survey) indicate there is an increase in drug and alcohol use during the 10th grade year and a slight decrease in drug and alcohol use during the 12th grade year. South Arkansas Regional Health Center will be contacted to provide speaker(s) to address students on short term and long term results of drug, alcohol, and tobacco abuse during Red Ribbon Week in October. Action Type: Collaboration Action Type: Wellness


ACSIP

The school will implement Arkansas Nutrition Standards of Act 1220 of 2003 to ensure healthy, nutritious meals for students. Food service staff will receive appropriate professional development to maintain and foster proper nutritional standards. Vending machines will comply with state and federal regulations at the termination of the current contract. Regulations will be implemented within the contract terms. Currently, snack machines are not available to students during lunch. Fundraising at school will be limited to non-food items sold during the school day; food items such as cookie dough must be sold after school hours. Teacher Advisors will conference students individually on the free/reduced lunch application to

Etta Kelley, Food Service Director

Start: 07/01/2012 End: 06/30/2013




ACSIP

improve access to information about the program by all students. Action Type: Alignment Action Type: Wellness

The Parent Resource Center will include information about the importance of nutrition and physical activity. Action Type: Parental Engagement Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013

● District Staff

ACTION BUDGET: $

The effectiveness of the program will be determined by assessments. Formative: -principal and teacher observations -review of BMI results -school nurse records -revised lunch menus The collection of data for 10-11 indicates BMI screenings were successfully conducted, lunch menus reflect nutritious choices (including a salad bar), the school nurse/volunteers presented information to health classes.

Assistant Principal, Rickey Tucker

Start: 07/01/2012 End: 06/30/2013



ACTION BUDGET: $


ACSIP

Members of the Hannah Medical Center addressed all health classes for a week in the fall and a week in the spring on health issues with an emphasis on character building and sexual issues that affect today's teenagers. The collection of data for 2010-2011 indicates BMI screenings showing a 4% increase for males and a 2% increase for females. Our benchmark goal of 1/2% decrease was not met. Approximately 1/2 of our students eat in our Servery. A study will be conducted concerning the nutritional value of fast, high caloric food items being sold in the Servery. Action Type: Program Evaluation Action Type: Wellness


ACSIP

NSLA funds will be used to provide a nurse to address the health issues of high school students. This will assist in decreasing the performance disparity among the subpopulations. The effectiveness of this action will be measured by more consistent administration of medication and required screenings for students. This is above the required standard. Action Type: Wellness


Start: 07/01/2012 End: 06/30/2013


● Teachers


$4927.00


$22381.00



Priority 5:

Supporting Data:

1. The high school is a Needs Improvement Focus School and is in Needs Improvement for graduation rate, literacy, and math. Three year average of data collected for 2009-2011 in the areas of literacy and math showed a 29.31% gap between All Students Group and the Targeted Achievement Gap Group.

2. Literacy - All Students Group 2011 Percent Proficient - 57.49% 2013 AMO - 64.58% Targeted Achievement Gap Group 2011 Percent Proficient- 47.01% 2013 AMO - 55.84%

3. Math - All Students Group 2011 Percent Proficient - 62.33% 2013 AMO - 68.61% Targeted Achievement Gap Group 2011 Percent Proficient - 55.91% 2013 AMO - 63.26%

4. Graduation - All Students Group 2010 Graduation Rate - 83.57% 2013 AMO - 87.68% Targeted Achievement Gap Group 2010 Graduation Rate - 79.02% 2013 AMO - 84.27%

GoalCamden Fairview High School will develop a plan to improve math and literacy scores of the Targeted Acheivement Gap Group in order to close the achievement gap.

BenchmarkBy the end of the 2012-13 school year, Camden Fairview High School will meet Annual Measureable Objective Goals for Targeted Achievement Gap Group Students and the All Students Group.


ACSIP

Intervention: Camden Fairview High School will develop a plan to increase the academic performance of the students and improve the learning environment of the school.

Scientific Based Research: A Handbook for Classroom Instruction that Works, Marzano, Robert, 2001. Rowman & Littlefield Education, Quality Teaching in a Culture of Coaching, Barkley, Stephen, 2005. Framework for Teaching, Danielson, Charlotte, 2011.

Actions Person Responsible Timeline Resources Source of

Funds

Specific strategies will address the needs of the subpopulations and will help to reduce the disparity between the subpops: Ruby Payne Strategies (understanding learning and the use of strategies as they relate to children of poverty); Eric Jensen's Teaching with Poverty in Mind; one-on-one tutoring and EXCEL (an accelerating class for one period each day for those students not proficient on 8th grade Benchmark) class taught by a FTE (0.50) to help students be successful in the classroom and on Grade 11 Literacy exam; faculty meetings(results of Landmark tests to identify weaknesses and implement strategies to improve students' weak areas)(10.). NSLA funds will be used to pay the EXCEL instructor and substitutes. The effectiveness


Start: 07/01/2012 End: 06/30/2013

● Administrative Staff ● Computers ● Performance


ACTION BUDGET: $


ACSIP

of the program will be determined by the results Landmark assessments, classroom assessments/APEX, and Grade 11 Literacy exam. Action Type: Equity Action Type: Professional Development Action Type: Program Evaluation

The effectiveness of the program will be determined by assessments. Formative: CWT (Classroom Walkthrough) conducted by principals, curriculum supervisors, focus teachers, and literacy specialist; writing folders; teachers' strategies folders; lesson plans, pacing guides; common assessments; Landmark assessments; peer observation sheets; documentation of team meetings in lesson plan notebook. Summative: Teachers' Results/Evaluation Strategy Form turned in at the end of each semester; Semester exams; 11th Grade Literacy Exam. The collection of data for 2011-12


Start: 07/01/2012 End: 06/30/2013

● Administrative Staff ● Computers ● District Staff ACTION

BUDGET: $


ACSIP

reflects the following: Formative assessments: CWT's, strategies folders, lesson plans, documentation of team meetings, peer observation completed forms, and professional development survey indicate that teachers are understanding and are using strategies in their classrooms. As a result of the Classroom Walkthrough Data, there was evidence that at least one effective strategy was being implemented by every teacher and some teachers were implementing multiple strategies. Administrators conducted CWT's using Teachscape. The data for 2011-12 indicates that teachers are spending the majority of time on Knowledge and Comprehension. Administrators stressed the importance of moving to higher levels of Bloom's. CWT's will continue this year with an emphasis on the higher levels, more interactive lessons/less lecture, more


ACSIP

effective use of rubrics, more student work displayed, an increase in differentiated learning opportunities, and more small group/student centered learning/activities. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Program Evaluation

The Leadership Team will lead the school in growing as a Professional Learning Community by establishing a curriculum using research-based best practices to ensure making AMO for all groups in math, literacy, and biology. The Leadership Team will meet periodically for analysis of data to determine what is working. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development


Start: 07/01/2012 End: 06/30/2013

● Administrative Staff ● Performance

Assessments ● School Library ● Teachers

ACTION BUDGET: $


ACSIP

In addition to the strategies listed in the comprehensive literacy intervention and the standards based math intervention, results of Landmark assessments will be used to target areas of students who are falling below proficient. Remediation/tutoring sessions will be held to address individual needs. The importance of tutoring students, especially one-on-one, in their weak areas according to Landmark results is working and will be continued. Action Type: Collaboration Action Type: Program Evaluation


Start: 07/01/2012 End: 06/30/2013



Total Budget: $0

● Planning Team

Classification Name Position CommitteeClassroom Teacher Alicia Burdue English Teacher LiteracyClassroom Teacher Aloyshia Loyd Math MathClassroom Teacher Anita Stafford Journalism Teacher LiteracyClassroom Teacher Billy Braswell English Teacher LiteracyClassroom Teacher Brian Hembree Physical Education & Health WellnessClassroom Teacher Buck James P.E./Head Football Coach WellnessClassroom Teacher Candice Mattocks English Teacher LiteracyClassroom Teacher Cara Bowie Social Studies Teacher LiteracyClassroom Teacher Carlos Tucker Health/P.E. Teacher MathClassroom Teacher Cecilia Lockhart Special Education Teacher LiteracyClassroom Teacher Chauna Edney English/Drama Teacher LiteracyClassroom Teacher Chris Coker Science Teacher MathClassroom Teacher Cynthia McKinney Special Education Teacher MathClassroom Teacher Cynthia Outlaw Choral Music Teacher Literacy


ACSIP

Classroom Teacher Ellen Lowe Special Education MathClassroom Teacher Emily Wells Math Teacher MathClassroom Teacher Enelda Cary Spanish Teacher LiteracyClassroom Teacher Gary Steelman Assistant Principal SteeringClassroom Teacher Gwen Stennis Special Education Teacher MathClassroom Teacher J. J. Mosley Oral Communications/English Teacher LiteracyClassroom Teacher Janise Walker English Teacher LiteracyClassroom Teacher Jennifer James Vocational Teacher MathClassroom Teacher Jimmy Walls NJROTC MathClassroom Teacher Jordan Arce Science MathClassroom Teacher Joseph Mendi French Teacher LiteracyClassroom Teacher Joyce Flowers English Focus Teacher Literacy ChairClassroom Teacher Judith Dansby English LiteracyClassroom Teacher Kameron Allen Special Education MathClassroom Teacher Karen McManus Math Teacher MathClassroom Teacher Kathy Casteel EAST Lab Teacher MathClassroom Teacher Kelly Schmitt Social Studies Teacher MathClassroom Teacher Kelsey McManus Science MathClassroom Teacher Krista Fisher Social Studies LiteracyClassroom Teacher LaSonya Clary Business Education Teacher WellnessClassroom Teacher Marshall Scott Science MathClassroom Teacher Mary Harrison Band Teacher LiteracyClassroom Teacher Melissa Thames P.E./ Health Teacher WellnessClassroom Teacher Nancy Delorme Art Teacher LiteracyClassroom Teacher Pam Vaughan Math/Science Specialist SteeringClassroom Teacher Rachel Gaston Business Ed. Teacher LiteracyClassroom Teacher Robert Hooks Physical Education LiteracyClassroom Teacher Shelia Gilmore Math MathClassroom Teacher Sherman Brooks Social Studies Teacher LiteracyClassroom Teacher Susan Green Special Education Aide WellnessClassroom Teacher Tavitha Wooten Counselor SteeringClassroom Teacher Tenille Hampton Special Education, Science, and ALE MathClassroom Teacher Thomas Randall Math Teacher MathClassroom Teacher Yolanda Barnes Math Teacher MathClassroom Teacher Zach Hofeld Science MathDistrict-Level Professional Joyce Howell Special Needs Coordinator LiteracyDistrict-Level Professional June Kirtley K-12 Literacy Specialist SteeringDistrict-Level Professional Leslie Mayo Special Programs Coordinator LiteracyDistrict-Level Professional Pam Turner Early Intervention Support Coach LiteracyDistrict-Level Professional Robin Cole G. T. Coordinator SteeringNon-Classroom Professional Staff Barbara Bever Study Hall/D-Hall Supervisor MathNon-Classroom Professional Staff Becky Burton Secretary LiteracyNon-Classroom Professional Staff Brenda Graves School Nurse Wellness ChairNon-Classroom Professional Staff Calvin Carroll Mentor MathNon-Classroom Professional Staff Darla Stivers Counselor SteeringNon-Classroom Professional Staff Doug Smith Dean of Students MathNon-Classroom Professional Staff Eartha Hegler Cafeteria Supervisor WellnessNon-Classroom Professional Staff Glenda Douglas In School Suspension Supervisor MathNon-Classroom Professional Staff Kathy Bowles Librarian Literacy


ACSIP

Non-Classroom Professional Staff Lonnell Moore Head Custodian LiteracyNon-Classroom Professional Staff Mary Ann Cheeks Permanent Substitute LiteracyNon-Classroom Professional Staff Neatrice Strickland Career Counselor WellnessNon-Classroom Professional Staff Pam Strickland Counselor Aide LiteracyNon-Classroom Professional Staff Shelva Green Mentor LiteracyNon-Classroom Professional Staff Tonya Crews Library Aide LiteracyPrincipal Renee Parker Chair SteeringPrincipal Ricky Tucker Assistant Principal Wellness


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