school plan - core-docs.s3.amazonaws.com · the attendance rate for the 2012-2013 school year was...

10/1/2014 ACSIP

http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 1/29

School Plan

BEEBE HIGH SCHOOL1201 W. CENTER ST.,BEEBE, AR 72012

Arkansas Comprehensive School Improvement Plan

2014-2015

Beebe High School pledges to prepare our students for the challenges of education, work and life bypromoting academic excellence, character, and citizenship in a safe and supportive environment.

Grade Span: 9-12 Title I: Not Applicable School Improvement: SI_2

Table of Contents

Priority 1: Literacy Goal: Beebe High School is designated as a NEEDS IMPROVEMENT SCHOOL over all. All students will improvereading skills in the areas of Practical Open Response and in the Writing areas of content and style.Priority 2: Mathematics Goal: Beebe High School is in "Needs Improvement" status. All students will demonstrate improvement inmathematics questions pertaining to the Language of Algebra, coordinate geometry and transformations, withemphasis on open response questions.Priority 3: Wellness Goal: Beebe High School is designated as a Needs Improvement School over all. All students will be encouraged todevelop positive lifestyle choices, especially in the areas of nutrition and activity.Priority 4: ELL Goal: Beebe High School is designated as a Needs Improvement School over all. The Beebe High School willprovide support so each school can provide interventions that will help ELL students receive an equitable education inrelation to other students.

Priority 1: Based on the anaylsis of student achievement data the area of literacy has been identified forimprovement.

SupportingData:

1. Priority Narrative: A review of data from the EOC Literacy Exam over a three year period 2011-2014 indicates a weakness in the areas of Practical Open Response at 60.8% and in Content andStyle for Writing at 77.1%. The weakness continued to be a trend in the Targeted AchievementGap Group (TAGG).

2. The 2014 ACT scores were averaged with 2013 and 2012 to get a three year average score. Thethree year average scores are 19.7% in English and 21.1% in Reading.

3. A review of the NRT data indicates the weakest area on the ITBS for 9th grade 2014 to be in thearea of Revising Written Materials (Language Expression) at an NCE of 51%. Total Reading is54%.

4. The Attendance Rate for the 2012-2013 school year was 95.1% at the High School. TheAttendance Rate for the 2011-2012 school year was 96.9% at the High School. The AttendanceRate for the 2010-2011 school year was 96.92% at the High School. The Attendance Rate for2009-2010 was 97.5% at the High School.

5. The Graduation Rate for Beebe High School in 2012-2013 was 84.1%. The Graduation Rate forBeebe High School in 2011-2012 was 85.1%. The Graduation Rate for Beebe High School in2010-2011 was 85.1%. The Graduation Rate for Beebe High School in 2009-2010 was 80.8%.

Goal Beebe High School is designated as a NEEDS IMPROVEMENT SCHOOL over all. All students will improvereading skills in the areas of Practical Open Response and in the Writing areas of content and style.

Benchmark

Benchmark 1: Beebe High School students did not meet the expected state Annual Measurable Objective(AMO) performance level of 79.00% in Literacy for Combined Population in 2014 with a combinedperformance level of 74.64%. The Targeted Achievement Gap Group for 2013-2014 did not meet theexpected state AMO performance level of 70.75% in Literacy with a score of 61.45%. The 2015 stateexpected AMO Goal is 81.33% for Combined Population and 74.00% for TAGG.

Intervention: A. Beebe High School will implement instructional strategies to improve student performance onreading, open response, and writing sections of state assessments.

Scientific Based Research: Silver, Harvey F., R. Thomas. Dewing, Matthew J. Perini, and Heidi Hayes. Jacobs. TheCore Six: Essential Strategies for Achieving Excellence with the Common Core. Alexandria, VA: ASCD, 2012. Print.Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and Continuous School Improvement(CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System.

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Larchmont, NY: Eye on Education, 2011. Print.

Actions PersonResponsible Timeline Resources Source of Funds

Step 3: All teachers will attend at least60 hours of professional developmenteach year.Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion

Scott Embrey,Assistantsuperintendent

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffOutsideConsultants

ACTION BUDGET: $

Step 5: District curriculum specialistswill research and communicate bestpractices to the staff.Action Type: AIP/IRIAction Type: CollaborationAction Type: Professional Development

AnnitaBlauser,literacyspecialist

Start:07/01/2014End:06/30/2015

District StaffTeachers ACTION BUDGET: $

Step 4: Special education teachers whoadminister portfolio assessments will betrained.Action Type: Professional DevelopmentAction Type: Special EducationAction Type: Technology Inclusion

Joyce Sullivan,specialeducationsupervisor

Start:07/01/2014End:06/30/2015

District StaffOutsideConsultants

ACTION BUDGET: $

Step 6: New teachers will be assignedAAIM Mentors who will provide supportthrough weekly interactions involvingplanning, curriculum, and instructionalstrategies, in addition to othernecessary requirements. Experiencedteachers new to the district will workwith a district mentor who will helpthem become familiar with proceduresthat include lesson preparation, utilizingpacing guides, and routines that arecommon to their new school setting.Action Type: Collaboration

Scott Embrey,assistantsuperintendent

Start:07/01/2014End:06/30/2015

AdministrativeStaffTeachers

ACTION BUDGET: $

Step 2: Reading materials will bepurchased as needed for the literacycurriculum. Most low socioeconomicstudents have limited access totechnology in their homes. To improvestudent learning through hands-ontechnology, students will be able toaccess various software and on-lineresources in the classroom to reachgrade-level performance. In 2014-2015100 new chrome books will bepurchased. Action Type: EquityAction Type: Professional Development

ScottJennings, MikeTarkington,Annita Blauser

Start:07/01/2014End:06/30/2015

OutsideConsultantsTeachers

NSLA(State-281) -CapitalOutlay:

$7600.00

NSLA(State-281) -Materials&Supplies:

$52031.17

ACTIONBUDGET: $59631.17

Step 7: Teachers will use a variety ofhigh yield teaching strategies toimprove reading skills across thecurriculum.Action Type: Professional Development

MikeTarkington, 9-10 principal

Start:07/01/2014End:06/30/2015

District StaffACTION BUDGET: $

Step 1: (E-1.1) Teachers will administermonthly multiple choice target tests inreading comprehension and writing toall 9th, 10th, and 11th grade students.(E-1.2) Teachers will document resultsfrom target tests. (E-1.3) Target testshave been replaced with TLI (TheLearning Institute) for a more accuratetesting and to cover all areas of reading

AnnitaBlauser,LiteracySpecialist

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffTeachers

ACTION BUDGET: $

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and writing. GRADES 9-11 WILLCONTINUE TLI TARGET TESTS BUT THETESTS WILL BE MORE ALIGNED TO THEPARRC ASSESSMENT. THIS WILL BE ABASELINE YEAR FOR GATHERING DATAON TLI PARRC ASSESSMENTS. Resultsof the 2008-2009 Target Tests are:READING) 9th Grade - MC 58.6%correct, OR 2.2 Average Score; 10thGrade - MC 61% correct, OR 2.3Average Score; 11th Grade - MC 70%correct, OR 2.6 Average Score. Resultsof the 2009-2010 TLI tests are:(READING) 9th Grade - MC 52.75%correct, OR 2.5 Average Score; 10thGrade - MC 61% correct, OR 3 AverageScore; 11th Grade - MC 74.5% correct,OR 3.2 Average Score. Results of the2010-2011 TLI Tests are: (READING)9th Grade - MC 55% correct,OR 3.08Average Score; 10th Grade - MC 73%correct,OR 3.05Average Score; 11thGrade - MC 74% correct,OR 3.33Average Score. This shows an overallimprovement in student performancefrom one year to the next. Results ofthe 2011-2012 TLI Tests are:(READING) 9th Grade - MC 75%correct,OR 3.15 Average Score; 10thGrade - MC 68% correct,OR 2.68Average Score; 11th Grade - MC 62%correct,OR 3.4 Average Score. Thisshows an overall improvement instudent performance from one year tothe next. Results of the 2012-2013 TLITests are: (READING) 9th Grade - MC59% correct,OR 3.2 Average Score;10th Grade - MC 66% correct,OR 3.4Average Score; 11th Grade - MC 60%correct,OR 3.3 Average Score. Resultsof the 2013-2014 TLI Tests are:(READING) 11th Grade - MC 46.5%correct, OR 53.7% Average Score.Results of 2009-2010 writing TLI testsare: 9th Grade - MC 45% correct, OR13.9 Average Score; 10th Grade - MC50.7% correct, OR 14.7 Average Score;11th Grade - MC 50.1% correct, OR16.3 Average Score. Results of the2010-2011 writing TLI tests are: 9thGrade - MC 53% correct, OR 16Average Score; 10th Grade - MC 45%correct, OR 16.2 Average Score; 11thGrade - MC 65% correct, OR 16.8Average Score. RESULTS OF THE 2011-2012 WRITING TLI TESTS ARE: 9thGrade - MC 50% correct, OR 15.8Average Score; 10th Grade - MC 59%correct, 16.9 Average Score; 11thGrade - MC 68% correct, 16.6 AverageScore. RESULTS OF THE 2012-2013WRITING TLI TESTS ARE: 9th Grade -MC 51% correct, OR 16 Average Score;10th Grade - MC 58% correct, 14Average Score; 11th Grade - MC 59%correct, 16 Average Score. RESULTS OFTHE 2013-2014 WRITING TLI TESTSARE: 9th Grade - MC 58% correct, OR77%; 10th Grade - MC 52% correct, OR67% 11th Grade - MC 46.5% correct,

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OR 76%. TLI tests will continue to beutilized, BUT THE TESTS WILL BE MOREALIGNED WITH THE PARRCASSESSMENT. THIS WILL BE ABASELINE YEAR FOR THE NEWTESTING SYSTEM.Action Type: Program Evaluation

Step 8 - Support for homeless studentswill include the purchase of supplies,materials, and other necessary items toensure educational opportunities similarto all other students. The Beebe SchoolDistrict is fortunate to have asupportive community that assistsfamilies in need through variousprograms, including the CommunityOutreach Center that provides freeclothing and food; the MinisterialAlliance; community churches; the RiceDepot, which provides food to schoolsto distribute to students when theyleave school each day; and donationsfrom community patrons that havebeen set up in a district account. Inaddition, the nearby city of Searcy hasa homeless shelter. The MinisterialAlliance is presently working to build ahomeless shelter in Beebe. Districtfunds will be used to cover the majorityof the costs, but Title I funding will beused to supplement additional needs.Rick Duff, Assistant Superintendent, isthe homeless liaison who works withschool staff and families in identifyingstudents who may qualify as homeless.Administrators, counselors, nurses andsecretaries were provided informationfor determining homelessness. Becauseof the community outreach programs inthe Beebe School District, very littlemoney was expended from the Title Iset-aside in the past. Therefore, theamount budgeted this year will be $150per child based on the number ofstudents identified this past year inNon-Title I schools. Homeless studentsfrom Non-Title I schools will receive ahigher amount per student above Title Ischools so they will receive comparableservices as those students in the Title Ischools. Funding for homeless studentswill be set aside in the district plan. Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement

Rick Duff,HomelessLiaison

Start:07/01/2014End:06/30/2015

Central OfficeCommunityLeaders

ACTION BUDGET: $

Total Budget: $59631.17

Intervention: B. Beebe High School will provide opportunities for parental involvement to promote studentachievement.

Scientific Based Research: Dervarics, Chuck and Eileen O'Brien. "Back to School: How Parent Involvement AffectsStudent Achievement (at a glance)" Center for Public Education. Aug. 30, 2011. Sept. 13, 2012. Wilson-Fleming,LaTerra and Dylinda Wilson-Younger, Ph.D. "Positive Classroom Environments= Positive Academic Results." AlcornState University. Oct. 22, 2012.

Actions PersonResponsible

Timeline Resources Source of Funds

Step 7: Parent facilitators serve asliaison between parents and school for

JudyAlexander and

Start:07/01/2014 Teachers

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BHS building. Building facilitatorsprepare informational packets forparents about their child's school. Action Type: CollaborationAction Type: Parental Engagement

TorreyMcNully,parentfacilitators

End:06/30/2015

ACTION BUDGET: $

Step 6: All teachers will attend at leasttwo hours of professional developmentin parental involvement according toADE requirements. Teachers will begiven specialized training on ways toinvolve parents in their child's education,especially parents of limited Englishproficiency, immigrant children, and lowsocio-economic children.Action Type: CollaborationAction Type: Parental EngagementAction Type: Professional Development


Start:07/01/2014End:06/30/2015


Step 4: The student handbook willinclude information encouraging parentsto communicate regularly with theschool about their child's progress.Parent/teacher conferences arescheduled during the school year. Theconference will include a parent meetingabout the literacy curriculum and areport to the public.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Special Education

Scott Jenningsand MikeTarkington,principals

Start:07/01/2014End:06/30/2015

School LibraryACTION BUDGET: $

Step 5: A parent center, staffed with aparent coordinator (.17 FTE), provideseducational materials for parents tocheck out and use with their children. Acopy machine is rented for reproducingmaterials for parent use. A ParentInvolvement Meeting, a public report tothe community concerning the state ofthe school, student performance andexpectations, and parent involvement inachieving the goals of the school, will beheld during the school year. Action Type: Parental Engagement

Patti Mathis,parentcoordinator

Start:07/01/2014End:06/30/2015

District StaffNSLA(State-281) -EmployeeBenefits:

$1312.50

NSLA(State-281) -EmployeeSalaries:

$4833.33


Step 3: Parents of remediated studentswill be provided with a written copy ofthe Academic Improvement Plan (AIP).Any student failing to achieve theestablished standard on the ArkansasComprehensive Assessment Programexams shall be evaluated by schoolpersonnel, who shall jointly develop withthe student's parents an AIP to assistthe student in achieving the expectedstandard in subject areas whereperformance is deficient. The AIP shalldescribe the parent's role andresponsibility as well as theconsequences for the student's failure toparticipate in the plan.Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Parental Engagement

TravisBarrentine andShelmaWinningham,assistantprincipals

Start:07/01/2014End:06/30/2015

District StaffACTION BUDGET: $

Step 8: Members of an active volunteercommittee serve as partners in decisionmaking and other activities, and the

Patti Mathis,parent centercoordinator;

Start:07/01/2014End:

AdministrativeStaff ACTION BUDGET: $

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school administration supports theformation of a formal Parent/TeacherAssociation or Parent/TeacherOrganization (PTA/PTO) whencommunity interest warrants.Action Type: CollaborationAction Type: Parental Engagement

JudyAlexander andTorreyMcNully,parentfacilitators

06/30/2015

Step 1 (E-1.1) The Family Centercoordinator will collaborate with ourparent facilitators to conduct a needsassessment survey at the beginning ofthe school year to determine how thedistrict can better collaborate andcommunicate with parents in meetingthe needs of students. ALL STUDENTSWILL TAKE THE PARRC ASSESSMENT.(E-1.2) Sign-in sheets at the parentcenter and at parent/teacherconferences will be used to identify thenumber of parents responding to variousprograms within the district. DATA FROMTHE PARRC ASSESSMENT WILL BECOLLECTED. (E-1.3) The district will usethe results of the yearly needsassessment survey conducted by theFamily Center Coordinator to improvecollaboration with parents. In 2008-200954% of parents 9-12 attended openhouse and/or parent teacherconferences; in 2009-2010 41% ofparents 9-12 attended open houseand/or parent teacher conferences; in2010-2011 44% of parents 9-12attended open house. In 2011-201252% of parents 9-12 attended openhouse. In 2012-2013 55% of 9-12parents attended open house. In 2013-2014 47% of 9-12 parents attendedopen house. DATA FROM THE PARRCASSESSMENT WILL BE ANALYZED TODETERMINE STUDENT ACHIEVEMENT.THIS IS A BASELINE YEAR FORCOLLECTING PARRC INFORMATION.Action Type: CollaborationAction Type: Parental Engagement

JudyAlexander andTorreyMcNully,ParentFacilitators;Patti Mathis,Family CenterCoordinator

Start:07/01/2014End:06/30/2015



Intervention: C. Beebe High School will align the curriculum to promote student achievement.

Scientific Based Research: DuFour, Richard, et al. Learning by Doing: A Handbook for Professional LearningCommunities at Work. 2nd ed. Solution Tree Press, 2010. Jago, Carol. With Rigor for All: Meeting Common CoreStandards for Reading Literature. 2nd ed. Portsmouth, NH: Heinemann, 2011. Print.


Step 1: (E-1.1)Pacing guides will beupdated according to the TotalInstructional Alignment (TIA) programand will be utilized throughout theschool year. (E-1.2) TLI (The LearningInstitute) assessments will beadministered and the results analyzedthroughout the school year. GRADES9-11 WILL BEGIN TARGET TESTSMORE ALIGNED WITH THE PARRCASSESSMENT. THIS WILL BE ABASELINE YEAR FOR GATHERINGDATA. (E-1.3) This is the seventh yearfor gathering data in implementation

Annita Blauser,literacyspecialist

Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

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in TIA. Results of the 2008-2009target tests are: 9th Grade - MC58.6% correct, OR 2.2 Average Score;10th Grade - MC 61% correct, OR 2.3Average Score; 11th Grade - MC 70%correct, OR 2.6 Average Score.Results of the 2009-2010 TLI Testsare: 9th Grade - MC 52.75% correct,OR 2.5 Average Score; 10th Grade -MC 61% correct, OR 3 Average Score;11th Grade - MC 74.5% correct, OR3.2 Average Score. Results of the2010-2011 TLI Tests are: (READING)9th Grade - MC 55% correct, OR 3.08Average Score; 10th Grade - MC 73%correct, OR 3.05Average Score; 11thGrade-MC 74% correct, OR 3.33Average Score. RESULTS OF THE2011-2012 TLI TESTS ARE: READING)9th Grade - MC 75% correct, OR 3.15Average Score; 10th Grade -MC 68%correct, OR 2.68 Average Score; 11thGrade - MC 62% correct, OR 3.4Average Score. Results of the 2012-2013 TLI Tests are: (READING) 9thGrade - MC 59% correct,OR 3.2Average Score; 10th Grade - MC 66%correct,OR 3.4 Average Score; 11thGrade - MC 60% correct,OR 3.3Average Score. Results of the 2013-2014 TLI Tests are: (READING) 11thGrade - MC 51.9% correct, OR 53.7Average Score. Writing TLI tests wereimplemented for the 2009-2010school year. Results of 2009-2010writing target test are: 9th Grade - MC45% correct, OR 13.9 Average Score;10th Grade - MC 50.7% correct, OR14.7 Average Score; 11th Grade - MC50.1% correct, OR 16.3 AverageScore. Results of 2010-2011 writingTLI test are: 9th Grade - MC 53%correct, OR 16 Average Score; 10thGrade - MC 45% correct, 16.2Average Score; 11th Grade - MC 65%correct, 16.8 Average Score. RESULTSOF THE 2011-2012 WRITING TLI TESTARE: 9th Grade - MC 50% correct, OR15.8 Average Score; 10th Grade - MC59% correct, OR 16.9 Average Score;11th Grade - MC 68% correct, OR16.6 Average Score. RESULTS OF THE2012-2013 WRITING TLI TESTS ARE:9th Grade - MC 51% correct, OR 16Average Score; 10th Grade - MC 58%correct, 14 Average Score; 11th Grade- MC 59% correct, 16 Average Score.RESULTS OF THE 2013-2014 WRITINGTLI TESTS ARE: 9th Grade - MC 58%correct, OR 77%; 10th Grade - MC52% correct, OR 67%; 11th Grade -MC 46.5% correct, OR 46.5%. TLITESTS WILL CONTINUE TO BE USED,BUT NEW TESTS WILL BE ALIGNEDWITH THE PARRC ASSESSMENT. THISWILL BE THE BASELINE YEAR FORGATHERING DATA ON THIS TYPE OFASSESSMENT.Action Type: Program EvaluationAction Type: Technology Inclusion

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Step 2: Teachers and administratorswill analyze the results of local(formative), state (summative), andnational assessments to verify thecurriculum is aligned both verticallyand horizontally. District staff willprovide training for all teachers usingThe Learning Institute online program.Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: ProfessionalDevelopmentAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015


NSLA(State-281) -PurchasedServices:

$22500.00

ACTIONBUDGET: $22500

Step 3: Special Education teachersand aides will work with regularclassroom teachers to align students'IEP's (Individual Education Plan) withthe district curriculum and stateframeworks. Parents will receivewritten copies of IEP's.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Special Education


Start:07/01/2014End:06/30/2015


Step 4: 11th grade sudents will havethe opportunity to participate in theACT assessment free of charge, basedon state guidelines. This will givesome students the opportunity to testwho might not otherwise have beenable to participate.Action Type: AlignmentAction Type: Equity

Scott Embrey,AssistantSuperintendent

Start:07/01/2014End:06/30/2015


NSLA(State-281) -PurchasedServices:

$8000.00

ACTIONBUDGET: $8000

Total Budget: $30500

Intervention: D. Beebe High School will continue a "response to intervention" plan for low achieving students.

Scientific Based Research: Charles, PhD; Dexter, Douglas PhD. "Field Studies of RTI Programs, Revised." RTIAction Network, National Center for Learning Disabilities, Inc., 2012. Bernhardt, Victoria L., and Connie L. Hébert.Response to Intervention (RTI) and Continuous School Improvement (CSI): Using Data, Vision, and Leadership toDesign, Implement, and Evaluate a Schoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print.


Step 1: (E-1.1) Teachers willimplement response to interventionmodifications. (E-1.2) Response tointerventions modifications will berecorded by teachers. Teachers willdocument response to interventionmodifications to collect data showingfrequency and continuity. (E-1.3) Datafrom summative and formativeassessments will be compared yearly.Attendance will be monitored in RTI.(E-1.4) Attendance records for RTI willbe collected. (E-1.5) 2010-2011 wasthe baseline year for gatheringattendance data in regards to RTI dueto restructuring of our program.Language Arts RTI focused mainly onjuniors for the first year - 2010-2011.91% of juniors attended RTI for 2010-2011. From the first TLI test to thefinal test, juniors showed animprovement from 51% to 80% correctin Writing Multiple Choice. Studentsshowed a steady improvement from


Start:07/01/2014End:06/30/2015

ACTION BUDGET: $

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2.9 to 3.8 in Reading Open Responseand an improvement from 16.6 to 17.3in Writing Open Response. 60% ofjuniors attended RTI for 2011-2012.From the first TLI test to the final test,juniors showed an improvement from68% to 76% correct in Writing MultipleChoice. Students showed a steadyimprovement from 2.9 to 3.1 inReading Open Response and animprovement from 15.2 to 16.4 inWriting Open Response. 84% of juniorsattended RTI for 2012-2013. From thefirst TLI test to the final test, juniorsshowed an improvement from 53% to66% correct in Writing Multiple Choice.Students showed a steady success withscores of approximately 3.2 in ReadingOpen Response and an improvementfrom 15.6 to 15.8 in Writing OpenResponse. 30% of juniors attended RTIfor the 2013-2014 school year. Fromthe first TLI test to the final test,juniors showed an improvement from40 to 46 correct in Writing MultipleChoice. Students scored about thesame from the first test to the final testin Reading Open Response with a scoreof 4.4. Action Type: AIP/IRIAction Type: EquityAction Type: Program Evaluation

Step 3: All teachers will attend at least60 hours of professional developmenteach year.Action Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Step 2: In accordance with Act 35 ofthe Second Extraordinary LegislativeSession, school personnel will workwith students' parents to develop anAcademic Improvement Plan for thosestudents scoring below proficiency onstate assessments. The AIP willdescribe the parent's role andresponsibilities as well as theconsequences for the student's failureto participate in the plan. Students whodo not achieve established standards incoursework will be retained or losecourse credit. Action Type: AIP/IRIAction Type: EquityAction Type: Parental EngagementAction Type: Special Education

ShelmaWinninghamand TravisBarrentine,assistantprincipals

Start:07/01/2014End:06/30/2015

AdministrativeStaffPerformanceAssessments

ACTION BUDGET: $

Step 4: District curriculum specialistswill research and communicate bestpractices to the staff. Action Type: CollaborationAction Type: Professional Development


Start:07/01/2014End:06/30/2015


Step 5: Special education teachers whoadminister portfolio assessments willbe trained. Action Type: Professional DevelopmentAction Type: Special EducationAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

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Step 6: Instructional aides will beassigned to language arts and mathclasses with large numbers of inclusionstudents. Teachers will continuetraining in and implementation of co-teaching strategies in inclusionclassrooms. Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Special Education


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Step 8: Provide summer school, staffedwith certified teachers, for studentswho are below grade level in literacy.Students will take on-line courses ingrades 9-12. Certified teachers willfacilitate and coordinate with onlineinstructors for 8 hours per day for 20days during the month of June at arate of $25.00 per hour. The number ofteachers needed will be based on thenumber of students enrolled in summerschool.Action Type: AIP/IRIAction Type: Equity

TravisBarrentine,assistantprincipal

Start:07/01/2014End:06/30/2015



$10000.00

NSLA(State-281) -EmployeeBenefits:

$2220.00


Step 9: Computer labs will be updatedwith new computers every seven years.Audio-visual technology will be utilizedto enhance instruction and provideimmediate feedback to both studentsand teachers. Renaissance Place will beused to assess student reading.Action Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

ComputersDistrict StaffPerformanceAssessmentsTeachers

ACTION BUDGET: $

Step 10: An additional class periodadded to the regular school dayprovides enrichment for students inspecified areas of weakness identifiedby classroom teachers and TLI tests.Action Type: AIP/IRIAction Type: Collaboration


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $


Intervention: E. Professional Learning Communities (PLC) will utilize The Learning Institute and Target Testing toalign the curriculum to promote student achievement.

Scientific Based Research: DuFour, Richard, et al. Learning by Doing: A Handbook for Professional LearningCommunities at Work. 2nd ed. Solution Tree Press, 2010. Reardon, Sean F., et all. "Trends in AcademicAchievement GAps in the Era of No Child Left Behind." 2012

Actions PersonResponsible Timeline Resources Source of

Funds

Step 2: Professional Learning Communitymeetings will be held to analyze summative andlocal (formative) test data and determine gapsand/or repetitions in the curriculum.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

Scott Jennings,principal; MikeTarkington;principal,Annita Blauser,literacyspecialist

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Step 3: The ACSIP will be revised annuallybased on the analysis of new supporting data.Action Type: CollaborationAction Type: Parental Engagement

Rick Duff,assistantsuperintendent

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Step 4: Teachers and administrators will analyzethe results of local (formative), state

Scott Embrey,assistant

Start:07/01/2014 Administrative

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(summative), and national assessments toverify the curriculum is aligned both verticallyand horizontally.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Professional Development

superintendent End:06/30/2015

StaffTeachers

ACTIONBUDGET:

$

Step 1:(E 1.1) PLC will update Pacing guidesaccording to the Total Instructional Alignment(TIA) program and will be utilized by teachersfor instructional purposes. A selected team ofteachers will be using the Literacy DesignCollaborative (LDC) for the implementation ofthe Common Core State Standards. (E 1.2) TLI(The Learning Institute) assessments will beadministered and the results analyzedthroughout the school year. TARGET TESTSWILL REFLECT THE CHANGES ASSOCIATEDWITH THE PARRC ASSESSMENT. THIS WILL BEA BASELINE YEAR IN COLLECTING DATA. (E1.3) Results of the 2009-2010 Reading TargetTests are: 9th Grade - MC 52.75% correct, OR2.5 Average Score; 10th Grade - MC 61%correct, OR 3 Average Score; 11th Grade - MC74.5% correct, OR 3.2 Average Score. Resultsof the 2010-2011 Target Tests are: (READING)9th Grade - MC 55% correct,OR 3.08 AverageScore; 10th Grade - MC 73% correct,OR3.05Average Score; 11th Grade - MC 74%correct,OR 3.33 Average Score. RESULTS OFTHE 2011-2012 READING TARGET TESTS ARE:9th Grade-MC 75% correct,OR 3.15 AverageScore; 10th Grade-MC 68% correct,OR 2.68Average Score; 11th Grade - MC 62%correct,OR 3.4 Average Score. Results of the2012-2013 TLI Tests are: (READING) 9th Grade- MC 59% correct,OR 3.2 Average Score; 10thGrade - MC 66% correct,OR 3.4 Average Score;11th Grade - MC 60% correct,OR 3.3 AverageScore. Results of the 2013-2014 TLI Tests are:(READING) 9th-10th - Reading target tests werenot given. 11th Grade - MC 51.9% correct, OR53.7% Writing target tests were implementedfor the 2009-2010 school year. Results of 2009-2010 writing target test are: 9th Grade -MC45% correct,OR 13.9 Average Score; 10thGrade-MC 50.7%correct,OR 14.7 AverageScore; 11th Grade - MC 50.1% correct, OR 16.3Average Score. Results of 2010-2011 writingtarget test are: 9th Grade - MC 53% correct, OR16 Average Score; 10th Grade - MC 45%correct, 16.2 Average Score; 11th Grade - MC65% correct, 16.8 Average Score. RESULTS OFTHE 2011-2012 WRITING TARGET TEST ARE:9th Grade - MC 50% correct,OR 15.8 AverageScore; 10th Grade - MC 59% correct, 16.9Average Score; 11th Grade - MC 68% correct,16.6 Average Score. RESULTS OF THE 2012-2013 WRITING TLI TESTS ARE: 9th Grade - MC51% correct, OR 16 Average Score; 10th Grade- MC 58% correct, 14 Average Score; 11thGrade - MC 59% correct, 16 Average Score.RESULTS OF THE 2013-2014 WRITING TLITESTS ARE: 9th Grade - MC 58% correct, OR77%; 10th Grade - MC 52% correct, OR 67%;11th Grade - MC 46.5% correct, OR 76%. TLITARGET TESTS WILL CONTINUE TO BEUTILIZED, BUT TESTS WILL BE FORPREPARATION OF THE PARRC ASSESSMENT.

Scott Embrey,assistantsuperintendent;Annita Blauser,literacyspecialist

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

10/1/2014 ACSIP


THIS WILL BE A BASELINE YEAR IN GATHERINGDATA FOR THE NEW TESTS. Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: Program EvaluationAction Type: Special EducationAction Type: Technology Inclusion

Total Budget: $0

Intervention: F. Beebe High School has been identified as a NEEDS IMPROVEMENT school. Both the combinedpopulation and TAG group failed to meet the expected AMO performance level. Beebe High School students in theTAG Group have been identified as needing improvement and will receive instructional strategies that concentrateon specified areas of weaknesses in order to improve student achievement.

Scientific Based Research: Brozo, William G., and Douglas Fisher. "Literacy Starts with the Teachers." EducationalLeadership 67.6 (2010): 74-77. Professional Development Collection. EBSCO. Web. 15 Sept. 2011. Bernhardt,Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and Continuous School Improvement (CSI):Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System.Larchmont, NY: Eye on Education, 2011. Print.


Step 8: AIP records are maintained forall students scoring below Proficiencyon the EOC literacy test. These recordsmust be viewed and signed by theparents. Parents are informed of afterschool tutoring opportunities.Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement

MikeTarkington andScott Jennings,Principals

Start:07/01/2014End:06/30/2015


Step 1 (E1.1) Teachers will implementTotal Instructional Aligned Pacingguides with common assessments withfocus on Open Response questions andEssential Learning Expectations. E1.2)Teachers will administer TLI Tests forthe purpose of assessingcomprehension on Essential LearningExpectations in literacy. GRADES 9-12WILL TAKE TLI TARGET TESTSALIGNED WITH THE PARRCASSESSMENT. E1.3) Data from the TLITests will be analyzed, with focus onthe TAG group. 62% of SES studentswere proficient or advanced on the2011 literacy exam. Beebe High Schoolmet AYP for the SES subpopulation forthe 2010-2011 school year. 72.6% ofSES students were proficient oradvanced on the 2012 literacy examwhich exceeded the AMO of 66.76%.For 2012-2013, the targeted SESsubpopulation was expanded to includethe TAG group. 73.06% of thecombined population was proficient oradvanced on the 2013 literacy exam,3.61% below the expected AMO.55.32% of the TAG group wasproficient or advanced on the 2013literacy exam, 12.18% below theexpected AMO. 61.45% of the TAGgroup was proficient or advanced onthe 2014 literacy exam, 9.3% belowthe expected AMO. Data from the2014-2015 PARRC ASSESSMENT WILLBE COLLECTED AND ANALYZED. THISWILL BE A BASELINE YEAR FORCOLLECTING THIS DATA.

Annita Blauser,LiteracySpecialist

Start:07/01/2014End:06/30/2015


10/1/2014 ACSIP


Action Type: AlignmentAction Type: Program EvaluationAction Type: Technology Inclusion

Step 3 The Literacy InstructionalFacilitators from the district and theCo-op provide professionaldevelopment to analyze the data indetermining the causes of thedeficiencies and to determinestrategies to overcome them.Action Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTION BUDGET: $

Step 4 Certified teachers will work withthe tutoring program. (Tutors are paidhourly beyond contracted time, sothere are no FTE's).Action Type: AIP/IRI

TravisBarrentine andShelmaWinningham,AssistantPrincipals

Start:07/01/2014End:06/30/2015

District StaffTeachers


$12000.00

NSLA(State-281) -EmployeeBenefits:

$2700.00


Step 5 Regular Professional LearningCommunity meetings will be held toanalyze TLI Target Test data anddetermine gaps and/or repetitions inthe curriculum. The district LiteracySpecialist provides research basedinstructional practices to addressdeficiencies identified with the TAGgroup and mentors teachers on theirimplementation.Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Technology Inclusion

Annita Blauser,LiteracySpecialist

Start:07/01/2014End:06/30/2015


Step 6 Response to Interventionclasses will be provided to all studentswho are showing deficiencies inessential learning expectations.Students who need extra help will beplaced in a small group setting with acertified literacy teacher to increasestudent achievement.Action Type: AIP/IRIAction Type: Collaboration


Start:07/01/2014End:06/30/2015


Step 7 Information gathered in theClassroom Walk-throughs will be usedby the administration to help teachersto monitor instruction.Action Type: Collaboration


Start:07/01/2014End:06/30/2015


Step 2: Beebe High School studentsdid not meet the expected state AMOperformance level of 79.00% inliteracy for combined population in2014 with a combined performancelevel of 74.64% The TargetedAchievement Gap Group for 2013-2014did not meet the expected state AMOperformance level of 70.75% inliteracy with a score of 61.45%.Action Type: Alignment

Annita Blauser,literacyspecialist

Start:07/01/2014End:06/30/2015


ACTION BUDGET: $


10/1/2014 ACSIP


Priority 2: All students will demonstrate improvement in mathematics.

SupportingData:

1. Math Priority Narrative: A review of all the data relating to the 2014 EOC Algebra Test for BeebeHigh School Students indicates the lowest strands in MC items was Language of Algebra and Non-Linear Functions. For Open Response results, 4 out of 5 strands average below 50% for theCombined, Economically Disadvantage and Students with Disabilities subpopulations. The overallOR results dropped 0.5% from 2013 to 2014. A review of the data relating to the 2014 EOCGeometry Test for Beebe High School students indicates Coordinate Geometry andTransformations and Triangles are the two weakest strands for MC items. All strands are below50% in OR, with the average in OR dropping 12% from 2013 to 2014. In looking back over aperiod of 3 years, Beebe High School has been within a couple percentage points above or belowthe State Average for MC and OR in all the strands on the EOC Algebra and Geometry. Thepercent of students proficient has held steady with little change. The 2014 9th Grade ITBS NCEfor Mathematics was 51%. This is a drop of 3% from 2013. The ACT Mathematics score for BeebeHigh School students in 2014 dropped 0.6 points from 20.2 in 2013 to 19.6 in 2014. This isslightly below the state average of 19.9. This is the second time in 5 years, Beebe High Schoolhas been below the state average on the Mathematics ACT test.

2. The Attendance rate for Beebe High School in 2010-2011 was 96.92%, in 2011-2012 was 99%,in 2012-2013 was 95.1%.

3. The Graduation Rate for Beebe High School in 2012-2013 was 84.1% The Graduation Rate forBeebe High School in 2011-2012 was 85.1% The Graduation Rate for Beebe High School in 2010-2011 was 80.8%

4.

GoalBeebe High School is in "Needs Improvement" status. All students will demonstrate improvement inmathematics questions pertaining to the Language of Algebra, coordinate geometry andtransformations, with emphasis on open response questions.

Benchmark

Benchmark 1: Beebe High School was deficient in the 2013-2014 school year mathematics AMO goal forALL Students of 80.98 with a 76.80 achievement rate. Beebe High School was also deficient in reachingthe TAGG goal of 75.50% with an achievement rate of 68.72%. The 2014-2015 Combined Populationmust increase 6.29% to meet the AMO Expected Performance level of 83.09%, and the TAGG populationmust increase performance by 9.5% to meet the TAGG AMO of 78.22% in 2014-2015.

Intervention: A. Beebe High School will provide opportunities for ongoing parental involvement to promote studentachievement.

Scientific Based Research: R.L. Curwin, M. Elias, K. Toliver, ect. Better Teaching, Secondary Edition, The TeacherInstitute. Volume 25, No.1, September 2011. Roberts & Vukovic. "The Relation between Parental Involvement andMath Anxiety: Implications for Mathematics Achievement." SREE Fall Conference. 2013. pp. 1-8.


Funds

Step 5- The student handbook will includeinformation encouraging parents to keep opencommunication with the school in resolving anyconcerns that may arise during the school year. Action Type: Parental Engagement

Scott Jenningsand MikeTarkington,principal

Start:07/01/2014End:06/30/2015

District StaffACTIONBUDGET: $

Step 1-(E 1.1) The Family Center coordinator willcollaborate with our Parent Facilitators toconduct a needs assessment survey at thebeginning of the school year to determine howthe district can better collaborate andcommunicate with parents meeting the need ofthe students. Throughout the year parent inputwill be requested involving various activities. Atthe conclusion of the school year, a survey willbe sent home to parents requesting theiropinions of the parent involvement opportunitiesmade available to them by the school district.(E-1.2) Sign in sheets at the parent center, atparent/teacher conferences will be used toidentify and compare the number of parentsresponding to various programs within thedistrict with preceding years data. A needsassessment survey will be sent to parents at thebeginning of the year. (E-1.3) The district willuse the results of the yearly needs assessmentsurvey conducted by the Family CenterCoordinator to improve collaboration with

Patti Mathis,parent centercoordinator;Judy Alexanderand TorreyMcNully,parentfacilitators

Start:07/01/2014End:06/30/2015


10/1/2014 ACSIP


parents. In 2010-2011 44% of parents 9-12attended open house. In 2011-2012 52% ofparents 9-12 attended open house. In 2012-2013 50% of parents 9-12 attended open house.In 2013-2014 47% attended open house. Action Type: CollaborationAction Type: Parental EngagementAction Type: Program EvaluationStep 3- Parent facilitators serves as a liaisonbetween parents and school for BHS. The parentfacilitator will prepare informational packets forparents about the child's school.Action Type: Parental Engagement

Judy AlexanderandTorreyMcNulty,librarians

Start:07/01/2014End:06/30/2015

TeachersACTIONBUDGET: $

Step 4- Parents of remediated students will beprovided with a written copy of the remediationplan.Action Type: AIP/IRIAction Type: Parental Engagement

TravisBarrentine andShelmaWinningham,assistantprincipals

Start:07/01/2014End:06/30/2015


Step 6- Members of an active volunteercommittee serve as partners in decision makingand other activities, but the schooladministration supports the formation of aformal PTA/PTO when community interestwarrants.Action Type: CollaborationAction Type: Parental Engagement

Patti Mathis,parent centercoordinator;Judy Alexanderand TorreyMcNully,parentfacilitators

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Step 7- A parent center, staffed with a parentcoordinator (.17 FTE) and an assistantcoordinator (.13 FTE), provides educationalmaterials for parents to check out and use withtheir children. A copy machine is rented forreproducing materials for parent use. Action Type: CollaborationAction Type: Parental Engagement

Patti Mathis,parent centercoordinator

Start:07/01/2014End:06/30/2015

CommunityLeadersTeaching Aids

ACTIONBUDGET: $

Step 8- The parent/teacher conference willinclude a parent involvement meeting about themath curriculum as well as a public report to thecommunity concerning the state of the school,student performance and expectations, andparent involvement in achieving the goals of theschool.Action Type: Parental Engagement

Belinda Shook,Superintendent

Start:07/01/2014End:06/30/2015

Central OfficeDistrict Staff ACTION

BUDGET: $

Step 2- All teachers will receive two hours ofprofessional development pertaining to ParentalInvolvement as required by the state.Action Type: Parental EngagementAction Type: Professional Development


Start:07/01/2014End:06/30/2015

TeachersACTIONBUDGET: $

Step 9-Laptops provided for the 9-10 and 11-12buildings will be utilized to update the schoolwebsite to promote parent/teachercommunication.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

Central OfficeComputers ACTION

BUDGET: $

Total Budget: $0

Intervention: B. Professional Learning Communities will utilize The Learning Institute to align the curriculum topromote student achievement.

Scientific Based Research: R.L. Curwin, M. Elias, K. Toliver, ect. Better Teaching, Secondary Edition, The TeacherInstitute. Volume 25, No.1, September 2011. DuFour, DuFour, Eaker, Many. Learning by Doing: A Handbook forProfessional Communities at Work. (Second Ed.). Bloomington, Indiana: Solution Tree Press, 2010. Reardon,Greenberg, Kalogrides, Shores, Valentino. "Trends in Academic Achievement Gaps in the era of No Child LeftBehind." SREE Spring 2012 Conference. pp. 1-4.

10/1/2014 ACSIP



Funds

Step 1-(E 1.1) PLC's will update Pacing guidesaccording to the Total Instructional Alignment(TIA) program and will be utilized by teachers forinstructional purposes. (E 1.2) TLI (The LearningInstitute) assessments will be administered andthe results analyzed throughout the year. TLIdata for 2014-2015 will be collected andcompared to Target Test scores collected in 2013-2014. Data from 2010-2011 Target Tests were asfollows: Algebra I MC 48% OR 32%, Alg B MC49% OR 24%, Geometry MC 53% OR 53%, Alg IIMC 53% OR 36%. Data from 2011-2012 TargetTests were as follows: Algebra I MC 56% OR40%, Alg B MC 56% OR 37%, Geometry MC 52%OR 43%, Alg II MC 52% OR 33%. Data from2012-2013 Target Tests were as follows: AlgebraI MC 47% OR 30%, Alg B MC 40% OR 31%,Geometry MC 56% OR 56%, Alg II MC 49% OR38%. Data from 2013-2014 Target Tests were asfollows: Algebra I MC 41% OR 32%, Alg B MC30% OR 18%, Geometry MC 48% OR 40%, Alg IIMC 47% OR 44%. Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Program Evaluation

Scott Embrey,assistantsuperintendent;TheresaGilliam, mathspecialist

Start:07/01/2014End:06/30/2015

ComputersPerformanceAssessmentsTeachers

ACTIONBUDGET: $

Step 3-Regularly scheduled Professional LearningCommunity meetings will be held to analyzesummative and local (formative) test data anddetermine gaps and/or repetitions in thecurriculum.Action Type: AIP/IRIAction Type: AlignmentAction Type: Professional DevelopmentAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

ComputersDistrict StaffTeachers

ACTIONBUDGET: $

Step 2-Teachers and administrators will analyzethe results of local (formative), state(summative), and national assessments to verifythe curriculum is aligned both vertically andhorizontally utilizing TLI services.Action Type: AlignmentAction Type: EquityAction Type: Professional DevelopmentAction Type: Special Education


Start:07/01/2014End:06/30/2015

District StaffTeachers ACTION

BUDGET: $

Step 4-The ACSIP plan will be revised annuallybased on the analysis of new supporting data.Action Type: CollaborationAction Type: Parental Engagement

Rick Duff,assistantsuperintendent

Start:07/01/2014End:06/30/2015

District StaffPerformanceAssessmentsTeachers

ACTIONBUDGET: $

Step 5- AP and PreAP teachers will implementteaching strategies from Laying The Foundationsa part of the AAIMS program the school hasincorporated in order to promote interest in Mathand Science careers.Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Program EvaluationAction Type: Technology Inclusion

Tammy Deaton,AP Coordinator

Start:07/01/2014End:06/30/2015

CentralOfficeDistrict StaffPerformanceAssessmentsTeachers

ACTIONBUDGET: $

Total Budget: $0

Intervention: C. Beebe High School will implement instructional strategies to improve student performance onmultiple choice questions and performance based tasks.

Scientific Based Research: Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and

10/1/2014 ACSIP


Continuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate aSchoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print. Hughes, Charles, PhD; Dexter,Douglas PhD. "Field Studies of RTI Programs, Revised." RTI Action Network, National Center for LearningDisabilities, Inc., 2012.


Funds

Step 5-All teachers will attend at least 60 hoursof professional development each year, includingtechnology and parental involvement hours asrequired by the state. Action Type: EquityAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion

Scott Embry,AssistantSuperintendent

Start:07/01/2014End:06/30/2015

AdministrativeStaffOutsideConsultants

ACTIONBUDGET: $

Step 2-District curriculum specialists willresearch and communicate best practices to thestaff. Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

TheresaGilliam, MathSpecialist

Start:07/01/2014End:06/30/2015

District StaffOutsideConsultantsTeachers

ACTIONBUDGET: $

Step 3-Teachers will meet and discuss releaseditems from (summative) assessments todetermine areas needing improvement. Action Type: CollaborationAction Type: Special Education

Scott Jenningsand MikeTarkington,Principals;TheresaGillaim, MathSpecialists

Start:07/01/2014End:06/30/2015


BUDGET: $

Step 4-Technological and non-technologicalsupplies will be purchased to provide instructionthat will improve student performance. Action Type: AlignmentAction Type: EquityAction Type: Technology Inclusion

TheresaGilliam, MathSpecialist;Scott Jenningsand MikeTarkington,Principals

Start:07/01/2014End:06/30/2015

Central OfficeDistrict StaffTitle Teachers

ACTIONBUDGET: $

Step 6-Regularly scheduled Professional LearningCommunity meetings will be held to analyze TLITarget Test data and determine gaps and/orrepetitions in the curriculum.Action Type: AlignmentAction Type: Collaboration


Start:07/01/2014End:06/30/2015

AdministrativeStaffPerformanceAssessmentsTeachers

ACTIONBUDGET: $

Step 7-Certified teachers will work with thetutoring program. Three tutors for grades 9 - 10will each tutor 1.5 hours X 2 days each week, fora total of 3 hours per week @ $25.00 per hour.Tutoring will be held September, 2014 throughMay, 2015. Three tutors for grades 11-12 willtutor students before school from 7:30 am until8:00 am as part of their additional duties fortheir teacher contracts. Tutoring will be heldfrom August 2014 through May 2015.Action Type: AIP/IRIAction Type: Equity

TravisBarrentine,ShelmaWinningham-AssistantPrincipals

Start:07/01/2014End:06/30/2015


BUDGET: $

Step 8-The ACSIP plan will be revised annuallybased on the analysis of new supporting data.Action Type: AIP/IRIAction Type: CollaborationAction Type: Equity

Scott Embrey,AssistantSuperindentent

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict StaffPerformanceAssessments

ACTIONBUDGET: $

Step 9-New teachers are assigned Mentors whowill provide support through weekly interactionsinvolving planning, curriculum, and instructionalstrategies, in addition to other necessary


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

10/1/2014 ACSIP


requirements. Experienced teachers new to thedistrict will receive a District Mentor who willhelp them become familiar with procedures thatinclude lesson preparation, utilizing pacingguides, and routines that are common to theirnew school setting.Action Type: Collaboration

Step 1-(E1.1) Teachers will administer TargetTests on a regular basis to 9th, 10th, 11th, and12th grade students. (E1.2)Performance tasksand multiple choice questions from the TargetTests will be graded and documented for eachstudent. (E1.3) Scores from the performancetasks and multiple choice questions on theregularly scheduled Target Test will be averagedand analyzed to identify weaknesses andstrengths. Data from 2014- 2015 Target Testswill be collected and compared to data from2013-2014 Target Tests. Data from 2010-2011Target Tests are as follows: Algebra I MC 48%OR 32%, Algebra B MC 49% OR 24%, Geom MC53% OR 53%, Alg II MC 53% OR 36%. Datafrom 2011-2012 Target Tests are as follows:Algebra I MC 56% OR 40%, Algebra B MC 56%OR 37%, Geometry MC 52% OR 43%, Algebra IIMC 52% OR 33%. Data from 2012-2013 TargetTests were as follows: Algebra I MC 47% OR30%, Alg B MC 40% OR 31%, Geometry MC56% OR 56%, Alg II MC 49% OR 38%. Datafrom 2013-2014 Target Tests were as follows:Algebra I MC 41% OR 32%, Alg B MC 30% OR18%, Geometry MC 48% OR 40%, Alg II MC47% OR 44%. Action Type: AlignmentAction Type: CollaborationAction Type: Equity

Scott Jennings,MikeTarkington;Principals

Start:07/01/2014End:06/30/2015

District StaffPerformanceAssessmentsTeachers

ACTIONBUDGET: $

Total Budget: $0

Intervention: D. Beebe High School will implement a Response to Intervention Plan for students.

Scientific Based Research: Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) andContinuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate aSchoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print. Hughes, Charles, PhD; Dexter,Douglas PhD. "Field Studies of RTI Programs, Revised." RTI Action Network, National Center for LearningDisabilities, Inc., 2012.


Funds

Step 2-All teachers will attend at least 60 hoursof professional development each year, includingtechnology and parental involvement hours asrequired by the state. Action Type: AlignmentAction Type: EquityAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict Staff

ACTIONBUDGET: $

Step 3-Certified teachers will work with studentsthrough the tutoring program. (Tutors are paidhourly beyond contracted time).Action Type: AIP/IRIAction Type: Equity


Start:07/01/2014End:06/30/2015

PerformanceAssessmentsTeachers

ACTIONBUDGET: $

Step 4-Develop and implement a studentAcademic Improvement Plan (AIP) for thosestudents scoring below proficiency on stateassessments. A student failing to achieve theestablished standard on the PARCC Assessment


Start:07/01/2014End:06/30/2015


BUDGET: $

10/1/2014 ACSIP


and the Assessment Program Exams shall beevaluated by the school personnel, who shalljointly develop with the student's parents an AIPto assist the student in achieving the expectedstandard in subject areas where performance isdeficient. The AIP shall describe the parent's roleand responsibilities as well as the consequencesfor the student's failure to participate in the planStudents who do not achieve establishedstandards in coursework may loose course creditat the secondary level (9-12).Action Type: AIP/IRIAction Type: AlignmentAction Type: Equity

Step 5-IEP modifications will include openresponse items.Action Type: AIP/IRIAction Type: EquityAction Type: Special Education

Joyce Sullivan,SpecialEducationSupervisor

Start:07/01/2014End:06/30/2015

TeachersTitle Teachers ACTION

BUDGET: $

Step 6-Summer school will be provided bycertified teachers, for students below grade levelin math. Three teachers for grades 9 - 12 willeach teach 8 hours per day for 20 days duringthe month of June at a rate of $25.00 per hour. Action Type: AIP/IRIAction Type: Equity

TravisBarrentine,ShelmaWinningham,AssistantPrincipals

Start:07/01/2014End:06/30/2015

AdministrativeStaffPerformanceAssessmentsTeachers

ACTIONBUDGET: $

Step 7-New teachers are assigned Mentors whowill provide support through weekly interactionsinvolving planning, curriculum, and instructionalstrategies, in addition to other necessaryrequirements. Experienced teachers new to thedistrict will work with a District Mentor who willhelp them become familiar with procedures thatinclude lesson preparation, utilizing pacingguides, and routines that are common to theirnew school setting.Action Type: Collaboration


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Step 8 - The Learning Institute will be used tohelp remediate students who scored below theproficiency level on standardized math tests atthe High School.Action Type: AIP/IRIAction Type: Technology Inclusion

ShlemaWinningham,AssistantPrincipal

Start:07/01/2014End:06/30/2015

AdministrativeStaffComputersTeachers

ACTIONBUDGET: $

Step 1-(1.E.1) Teachers will continue Responseto Intervention modifications. (1.E.2) RTImodifications will be recorded by teachers.Teachers will document RTI modifications tocollect data showing frequency and continuity.(1.E.3) In 2011-2012, 40% of IEP students wereproficient and 20% were advanced in theAlgebra I EOC, 41% proficient in Geometry EOCand 20% were proficient and 7% were advancedon the Biology EOC. This was the baseline yearfor gathering RTI attendance and Algebra I re-test data. In 2012-2013 63% of IEP studentswere proficient on the Algebra I EOC, 55%proficient or Advanced on the Geometry EOC,and 14% proficient or Advanced on the BiologyEOC. In 2013-2014 44% of Students withDisabilities were proficient on the Algebra EOC,50% were proficient on the Geometry EOC and16% were proficient or advance on the BiologyEOC.Action Type: Program Evaluation

Scott Jennings,MikeTarkington;Principals

Start:07/01/2014End:06/30/2015


BUDGET: $

Step 9- Response to Intervention classes will beprovided to all students who are showingdeficiencies in Essential Learning Expectations.



District StaffTeachers ACTION $

10/1/2014 ACSIP


Students who need extra help will be placed in asmall group setting with a Certified Math teacherto increase student achievement. Action Type: AIP/IRIAction Type: CollaborationAction Type: Special Education

06/30/2015 BUDGET:

Total Budget: $0

Intervention: E. Beebe High School students in the Economically Disadvantaged subpopulation, part of the TAGG,will receive instructional strategies that concentrate on specified areas of weaknesses in order to improve studentachievement.

Scientific Based Research: Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) andContinuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate aSchoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print. R.L. Curwin, M. Elias, K. Toliver,ect. Better Teaching, Secondary Edition, The Teacher Institute. Volume 25, No.1, September 2011.


Funds

Step 1- (E1.1) Teachers will continue TotalInstructional Aligned Pacing guides with commonassessments with focus on Performance Tasksand Essential Learning Expectations. (E1.2)Teachers will administer Target Tests on aregular basis assessing comprehension onEssential Learning Expectations in MultipleChoice and Performance Tasks TLI. (E1.3) Datafrom the PARCC assessments in Algebra I andGeometry will be analyzed,with focus on sub-population Economically Disadvantaged, formultiple choice and open response questions.Data from 2010-2011 Target Test Results are asfollows along with EOC results from 2011-2012.The EOC results from 2014-2015 will becompared to the EOC results from 2013-2014.Target Test 2010-2011 Results Algebra I, MC61% , OR 38% ; Geometry, MC 67% , OR 33%.EOC Results 2011-2012 Algebra I, 71%Proficient or Advanced; Geometry, 66%Proficient or Advanced. Target Test 2012-2013results: Algebra 1 MC 47% OR 30%, AlgebraBlock MC 405 OR 31%,Geometry MC 56% OR56%. Data from 2013-2014 Target Tests were asfollows: Algebra I MC 41% OR 32%, Alg B MC30% OR 18%, Geometry MC 48% OR 40%, AlgII MC 47% OR 44%. EOC Results from 2012-2013: Algebra 1 72% Proficient or Advanced,Geometry 71% Proficient or Advanced, Biology56% Proficient or Advanced. Data from 2013-2014 for the EOC show 77% Proficient orAdvanced in Alg. I and 77% in Geometry. Action Type: Program Evaluation

Scott Embrey,AssistantSuperindent

Start:07/01/2014End:06/30/2015

ACTIONBUDGET: $

Step 6- Regularly scheduled ProfessionalLearning Community meetings will be held toanalyze TLI Target Test data and determine gapsand/or repetitions in the curriculum. The districtMath specialist provides research basedinstructional practices to address deficienciesidentified with the low socio-economicsubpopulation and mentors teachers on theirimplementation.Action Type: CollaborationAction Type: Professional Development


Start:07/01/2014End:06/30/2015


BUDGET: $

Step 4- Technological supplies will be purchasedto provide instruction that will improve studentperformance. Action Type: Technology Inclusion

TheresaGilliam, MathSpecialist;Scott Jenningsand MikeTarkington,

Start:07/01/2014End:06/30/2015

ACTIONBUDGET: $

10/1/2014 ACSIP


Principals

Step 5- Certified teachers will work with thetutoring program. (Tutors are paid hourlybeyond contracted time, so there are no FTE's).Action Type: AIP/IRI


Start:07/01/2014End:06/30/2015


BUDGET: $

Step 7- Response to Intervention classes will beprovided to all students who are showingdeficiencies in Essential Learning Expectations.Students who need extra help will be placed in asmall group setting with a Certified Math teacherto increase student achievement. Action Type: AIP/IRIAction Type: Collaboration


Start:07/01/2014End:06/30/2015


BUDGET: $

Step 2- Parents of Beebe High School studentswere informed of Needs Improvement status byletter and at the Annual Report to the Public. Theletter also described strategies to address thedeficiencies. AIP records are maintained for allstudents scoring below Proficiency on EOCmathematics tests. These records must beviewed and signed by the parents. Parents areinformed of after school tutoring opportunities.Action Type: Parental Engagement


Start:07/01/2014End:06/30/2015


Step 3- The Math Instructional Facilitators fromthe district and the Co-op provides professionaldevelopment to analyze the data in determiningthe causes of the deficiencies and to determinestrategies to overcome them.Action Type: AlignmentAction Type: Professional Development


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Step 8- Information gathered in the informalobservations will be used by the administrationto help teachers to monitor instruction.Action Type: Collaboration


Start:07/01/2014End:06/30/2015

AdministrativeStaff ACTION

BUDGET: $

Total Budget: $0

Intervention: F. Beebe High School has been identified as a NEEDS IMPROVEMENT school. Both the combinedpopulation and TAGG group failed to meet the expected AMO performance level. Beebe High School students inthe TAGG Group have been identified as needing improvement and will receive instructional strategies thatconcentrate on specified areas of weaknesses in order to improve student achievement.

Scientific Based Research: Brozo, William G., and Douglas Fisher. "Literacy Starts with the Teachers." EducationalLeadership 67.6 (2010): 74-77. Professional Development Collection. EBSCO. Web. 15 Sept. 2011. Bernhardt,Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and Continuous School Improvement (CSI):Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System.Larchmont, NY: Eye on Education, 2011. Print.


Funds

Step 4 Certified teachers will work with thetutoring program. (Tutors are paid hourlybeyond contracted time, so there are no FTE's).Action Type: AIP/IRI


Start:07/01/2014End:06/30/2015


Step 3: All teachers will attend at least 60 hoursof professional development each year asrequired by the state.Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion


Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

Step 2: Beebe High School was also deficient inreaching the TAGG goal of 75.50% with an

TheresaGilliam, Math

Start:07/01/2014 Administrative

ACTION

10/1/2014 ACSIP


achievement rate of 68.72%. The 2014-2015Combined Population must increase 6.29% tomeet the AMO Expected Performance level of83.09%, and the TAGG population must increaseperformance by 9.5% to meet the TAGG AMO of78.22% in 2014-2015.Action Type: Alignment

specialist End:06/30/2015

StaffDistrict StaffTeachers

BUDGET: $

Step 6 Response to Intervention classes will beprovided to all students who are showingdeficiencies in essential learning expectations.Students who need extra help will be placed in asmall group setting with a certified literacyteacher to increase student achievement.Action Type: AIP/IRIAction Type: Collaboration


Start:07/01/2014End:06/30/2015


BUDGET: $

Step 5 Regular Professional Learning Communitymeetings will be held to analyze TLI Target Testdata and determine gaps and/or repetitions inthe curriculum. The district Math Specialistprovides research based instructional practicesto address deficiencies identified with the TAGGgroup and mentors teachers on theirimplementation.Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Technology Inclusion

TheresaGilliam, Mathspecialist

Start:07/01/2014End:06/30/2015


BUDGET: $

Step 7 Information gathered in the informalobservations will be used by the administrationto help teachers to monitor instruction.Action Type: Collaboration


Start:07/01/2014End:06/30/2015


BUDGET: $

Step 1 (E1.1) Teachers will implement TotalInstructional Aligned Pacing guides with commonassessments with focus on Performance Tasksand Essential Learning Expectations. Mathteachers will utilize The Learning institute andIllustrative Mathematics for the implementationof the common core standards. (E1.2) Teacherswill administer TLI Tests for the purpose ofassessing comprehension on Essential LearningExpectations in Multiple Choice and PerformanceTasks. ALGEBRA, GEOMETRY, AND ALGEBRA 2CLASSES WILL HAVE PERFORMANCE TASKSRELATED TO THEIR CCSS UNITS. THEY WILLCONTINUE WITH THE MULTIPLE CHOICEQUESTIONS FROM TLI. (E1.3) Data from the TLITests will be analyzed, with focus on the TAGGgroup, for multiple choice and PerformanceTasks. Beebe High School was also deficient inreaching the TAGG goal of 75.50% with anachievement rate of 68.72%. The 2014-2015Combined Population must increase 6.29% tomeet the AMO Expected Performance level of83.09%, and the TAGG population must increaseperformance by 9.5% to meet the TAGG AMO of78.22% in 2014-2015.Action Type: AlignmentAction Type: Program EvaluationAction Type: Technology Inclusion

TheresaGilliam, Mathspecialist

Start:07/01/2014End:06/30/2015


BUDGET: $

Step 8: AIP records are maintained for allstudents scoring below Proficiency on the EOCAlgebra I and Geometry tests. These recordsmust be viewed and signed by the parents.Parents are informed of after school tutoringopportunities.Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement


Start:07/01/2014End:06/30/2015


BUDGET: $

10/1/2014 ACSIP


Total Budget: $0

Priority 3: Based on an analysis of data from BMI screenings, school health indexes, and food services records, theareas of weight, nutrition, and physical activity have been identified for improvement.

SupportingData:

1. Economic data for the 2013-2014 school year shows a INCREASE in the number of students whoreceived government assistance for school meals, while the overall unemployment and povertyrates for the county have increased. Because students are not required to participate in BMIscreenings, the data reflects only 77% of the total number of 10th graders for 2013-2014 schoolyear. The lowest score on the school health index is in Module 7 - Health Promotion for Staff -27%.

2. The School Health Index score card:

>pre>2013-2014 Module 7--27%

2012-2013 Module 4--81%

2011-2012 Module 4--83%

3. The Child Nutrition Report shows:

2013-2014 57.87% full price 8.58% pay reduced 33.55% free meals 2012-2013 59.71% full price 7.48% pay reduced 32.81% free meals 2011-2012 58.69% full price 9.51% pay reduced 31.8% free meals

4. Unemployment rate for White County

2012--8.0% 2011--8.8% 2010--8.5%

5. USDA poverty level:

2012--19.4% 2011--18.0% 2010--16.5%

6. Body mass index screening data indicates a risk of overweight among our

students:

2013-2014 175 of 228 tenth graders were assessed. 42.4% of males were overweight/at risk 51.8% of females were overweight/at risk

2012-2013 176 of 242 tenth graders were assessed. 40.2% of males were overweight/at risk

10/1/2014 ACSIP


30.3% of females were overweight/at risk

2011-2012 187 of 238 tenth graders were assessed. 45.1% of males were overweight/at risk 36.2% of females were overweight/at risk

Goal Beebe High School is designated as a Needs Improvement School over all. All students will beencouraged to develop positive lifestyle choices, especially in the areas of nutrition and activity.

Benchmark Scores for Student Health Index Module 7 will increase to 50% by 2014-2015.

Intervention: A. Beebe High School will implement practices to encourage students to engage in NON-SEDENTARYLIFESTYLES.

Scientific Based Research: Mears, Derrick. "Physical Education Waivers and Young Adult Activity." PhysicalEducator 67.2 (2010): 90-100. Health Source: Nursing/Academic Edition. EBSCO. Martine F. Flament, et al. "BodyDissatisfaction, Dietary Restraint, Depression, and Weight Status in Adolescents." Journal of School Health 80.4(2010): 186-192. Health Source: Nursing/Academic Edition. EBSCO.


Funds

# 4 The school will work with COMMUNITY-BASED athletic programs to publicize activityofferings for students.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness

Scott Jennings,MikeTarkington,principals

Start:07/01/2014End:06/30/2015

AdministrativeStaffCommunityLeadersDistrict Staff

ACTIONBUDGET: $

# 3 Students have the opportunity to enroll in aPHYSICAL EDUCATION class or to participate inan EXTRA-CURRICULAR athletic activity.Action Type: EquityAction Type: Wellness

Paige Pruitt,Connie Sheren,counselors

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

# 1 (E-1.1) School staff will work with theDistrict Wellness Committee to evaluate thetenth-grade BMI data yearly. Each physicaleducation student will participate in thePHYSICAL FITNESS CHALLENGE. This challengewill include push-ups, sit-ups, shuttle run, andthe mile run. (E-1.2) The Wellness Committeewill compare the BMI data and the PHYSICALFITNESS CHALLENGE data each year. (E-1.3)After being compared with the previous year, the2013-2014 data showed an 42.4% overweight orobese in male BMI, and a 51.8% overweight orobese in female BMI.Action Type: Program EvaluationAction Type: Wellness

Scott Jennings,MikeTarkington,Principals

Start:07/01/2014End:06/30/2015


BUDGET: $

# 6 Students have the opportunity to enroll inROTC which includes conditioning as 20% of itscurriculum.Action Type: Equity

Paige Pruitt,Connie Sheren,counselors

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

10/1/2014 ACSIP


Action Type: Wellness# 2 During parent/teacher conferences, schoolstaff and community leaders will provideinformation about HEALTHY LIVING CHOICES.There will also be information available throughsocial media and newsletters.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness

Patti Mathis -Parent CenterCoordinator

Start:07/01/2014End:06/30/2015

CommunityLeadersDistrict Staff

ACTIONBUDGET: $

# 7 The school nurse will provide access toinformational tips concerning FOOD andNUTRITION, required SLEEP for teens, and howto maintain a NON-SEDENTARY lifestyle.Action Type: CollaborationAction Type: Program EvaluationAction Type: Wellness

Irene Crain,Nurse

Start:07/01/2014End:06/30/2015


# 8 Professional Development in healtheducation will be conducted for the staffannually.Action Type: Professional Development

Scott Embrey;AssistantSuperintendent

Start:07/01/2014End:06/30/2015

ACTIONBUDGET: $

Total Budget: $0

Intervention: B. Beebe High School will encourage students to engage in HEALTHY EATING HABITS while at schooland during summer.

Scientific Based Research: Loth, K., MacLehose, J., Crow, S., Neumark-Sztainer, D. "Food-Related ParentingPractices and Adolescent Weight Status: A Population-Based Study" Pediatrics, Official Journal of the AmericanAcademy of Pediatrics. Vol. 131 No. 5, (2013). pp e1443-e1450 C. Ogden, MD Carroll, LR Curtin and MM Lamb."Childhood Obesity Facts and Statistics." National Center for Chronic Disease Prevention and Health Promotion.(2010): 1-4. Destinymetro.publishpath.com


Funds

# 3 CAFETERIA MENUS meet or exceed all stateand national nutrition requirements. Informationabout school menus is posted in the local paperand on the school's website.Action Type: Wellness

Jackie Perry,childnutritionsupervisor

Start:07/01/2014End:06/30/2015


# 4 The handbook includes a statement concerningPARENTS' RIGHTS to send food items to school fortheir children.Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement

TravisBarrentine,ShelmaWinningham,assistantprincipals

Start:07/01/2014End:06/30/2015


BUDGET: $

# 2 Family and Consumer Science classes thatprovide NUTRITION AND FOOD PREPARATIONEDUCATION are available.Action Type: EquityAction Type: Wellness

Paige Pruitt,ConnieSheren,counselors

Start:07/01/2014End:06/30/2015


ACTIONBUDGET: $

# 1 (E 1.1) The Wellness Committee will work withthe district wellness committee to evaluate BMIdata and SCHOOL HEALTH INDEX yearly. (E 1.2)The child nutrition supervisor will maintain recordsshowing compliance with all GOVERNMENTSCHOOL FOOD REQUIREMENTS. (E 1.3) The BMIand SCHOOL HEALTH INDEX data will be comparedat the beginning and end of each school year.Action Type: Program EvaluationAction Type: Wellness

ScottJennings,MikeTarkington,Principals

Start:07/01/2014End:06/30/2015

AdministrativeStaffDistrict Staff

ACTIONBUDGET: $

# 5 On the 9-10 high school campus, drinkmachines will offer only water and Powerade.Action Type: EquityAction Type: Wellness

MikeTarkington,principal

Start:07/01/2014End:06/30/2015


BUDGET: $

# 7 During parent/teacher conferences, schoolstaff and community leaders will provideinformation about HEALTHY LIVING CHOICES. Also

Patti Mathis,ParentCenter


CommunityLeaders ACTION $

10/1/2014 ACSIP


information will be provided through social mediaand newsletters.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness

Coordinator 06/30/2015 District Staff BUDGET:

# 6 The Beebe School District will participate in theSUMMER FOOD SERVICE PROGRAM through theArkansas Department of Human Services. Thisprogram allows participating sponsors to offer FREEMEALS (breakfast and lunch) to all children 18years and younger regardless of income level. Thedistrict will operate as many sites as needed (andfinancially feasible) in Beebe and McRae to servethe needs of the communitiesAction Type: CollaborationAction Type: Wellness

Jackie Perry,Director ofChildNutrition

Start:07/01/2014End:06/30/2015

CommunityLeadersDistrict StaffOutsideConsultants

ACTIONBUDGET: $

Total Budget: $0

Priority 4: The district will provide support to ensure ELL students receive interventions to provide equitablelearning opportunities.

SupportingData:

1. 1. There were 7 students in the 9th-12th grade who took the 2013 ELDA, English LanguageDevelopment Assessment. 86% scored Level 4 and 5 on the Listening section, 14% scored Level2. 86% scored Level 5 on the Speaking section, 14% scored Level 2. 72% scored Level 4 and 5on the Reading section, 28% scored Level 1 and 3. 58% scored Level 4 and 5 on the Writingsection, 42% scored Level 3. 72% scored Level 4 and 5 on the Comprehension section, 28%scored Level 2 and 3.

GoalBeebe High School is designated as a Needs Improvement School over all. The Beebe High School willprovide support so each school can provide interventions that will help ELL students receive an equitableeducation in relation to other students.

Benchmark The number of students reaching the ADVANCED OR PROFICIENT Level on the NRT or CRT in Literacy forall ELL students in the district will be 85% or greater by 2014-2015.

Intervention: ELL students will be assessed and receive balanced ACADEMIC and LANGUAGE instruction.

Scientific Based Research: Scientific Based Research: Cammarata, Laurent. Tedick, Diane. "Balancing content andLanguage in Insruction: The Experience of Immersion Teachers." The Modern Language Journal. vol. 96, Issue 2,pp 251-269 (2012)


# 2 - School counselors and secretaries willidentify new ELL students duringREGISTRATION and the HOME LANGUAGESURVEY will be completed. The LAS(Language Acquisition Skills) will be given toany student NOT PREVIOUSLY IDENTIFIEDsoon after school begins.Action Type: Equity


Start:07/01/2014End:06/30/2015

DistrictStaff ACTION BUDGET: $

# 5 - Students may receive INSTRUCTIONALSUPPORT from an ELL instructor (.20 FTE)through a PULL-OUT PROGRAM, throughCLASSROOM INTEGRATION, and throughINDIRECT SERVICES. Laptop computers,ipads, and textbook software may provideadditional instructional support for secondarystudents. Action Type: EquityAction Type: Technology Inclusion

TravisBarrentine,ShelmaWinningham;AssistantPrincipals;Monica Gentry,ELL

Start:07/01/2014End:06/30/2015

DistrictStaffTeachingAids

ELL(State-276) -EmployeeSalaries:

$7583.33

ELL(State-276) -EmployeeBenefits:

$2308.32


# 6 - Several teachers completed trainingthrough the ESL ACADEMY. These teachers,along with a new high school teacher with



DistrictStaff ACTION BUDGET: $

10/1/2014 ACSIP


ESL CERTIFICATION, will be a resource fordistrict personnel who work with ELLstudents.Action Type: Professional Development

06/30/2015 Teachers

# 4 - ROSETTA STONE software curriculummay be used for language communicationdevelopment. CLASSROOM SUPPLIES will bepurchased to enhance instruction forstudents. LAS testing materials will also bepurchased to assess students who arereferred for ELL identification. Action Type: Technology Inclusion


Start:07/01/2014End:06/30/2015

TeachersACTION BUDGET: $

# 3 - PARENTS of ELL students willparticipate in the IDENTIFICATION ofstudents for the program and will be a part ofthe team decision-making process. Duringmeetings parents will be informed of theirchild's PERFORMANCE, ACCOMMODATIONSfor testing, etc. Written communication toparents will be in the appropriate languagethey can understand. Action Type:Collaboration Action Type: Equity ActionType: Parental Engagement Action Type: EquityAction Type: Parental Engagement


Start:07/01/2014End:06/30/2015

DistrictStaffTeachers

ACTION BUDGET: $

# 1 - Evaluation (E-1.1) The EnglishLanguage Developmental Assessment(ELDA)is given in the spring each school year.The performance of students on thisLITERACY-BASED test will provide data todetermine the ELL program success. (E-1.2)All students 9-12 in the ELL Program will beassessed by the school counselors during theSpring testing window. The percent ofstudents SCORING 4 or 5 for each of thefollowing areas on the ELDA will provide thedata to monitor student progress:LISTENING, SPEAKING, READING, WRITING,and COMPREHENSION. (E-1.3)ELDA resultsfrom the 2013-2014 school year include dataon 8 students. The percent scoring a 4 or 5 ineach area are as follows: LISTENING - 75%;SPEAKING- 75%; READING- 75%; WRITING-75%; and COMPREHENSION- 75%.


Start:07/01/2014End:06/30/2015

DistrictStaffTeachers

ACTION BUDGET: $


Planning Team

Classification Name Position CommitteeClassroom Teacher Alexander, Judy Media Specialist Literacy

Classroom Teacher Anderson, Lauren Family and Consumer Science Wellness

Classroom Teacher Andrews, Stephen English Literacy

Classroom Teacher Baxter, Dusty Agri Wellness

Classroom Teacher Bell, Art Social Studies Literacy

Classroom Teacher Bevell, Laura Art Math

Classroom Teacher Bibbs, Tina English Building Steering Committee

Classroom Teacher Bredfield, Emily Inclusion Math

Classroom Teacher Chism, Alicia Science Math

Classroom Teacher Chism, Scott Science Math

Classroom Teacher Churchwell, Megan Business Teacher Wellness

Classroom Teacher Clevenger, Richard Social Studies Literacy

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Classroom Teacher Crum, Amber Teacher WellnessClassroom Teacher Daniel, Dana Resource Math

Classroom Teacher Elliot, Amy Family and Consumer Science Wellness

Classroom Teacher Evans, Teresa Language Arts Literacy

Classroom Teacher Gold, Stacy Resource Literacy

Classroom Teacher Griffith, David Math Math

Classroom Teacher Harris, Stefanie Art Wellness

Classroom Teacher Harrison, Tim Chemistry Math

Classroom Teacher Hawkins, Darren Agriculture Science Wellness

Classroom Teacher Ingle, Dianne Oral Communication, English Wellness

Classroom Teacher Jackson, Lora Physical Education Wellness

Classroom Teacher Joice, Wendy Resource Literacy

Classroom Teacher Jones, Tim ROTC Wellness

Classroom Teacher Knox, Deborah Family and Consumer Science Wellness

Classroom Teacher Lovell, Renee English Literacy

Classroom Teacher Lowery, Eli Math Teacher Math

Classroom Teacher Marsh, Marcus ROTC Wellness

Classroom Teacher Marshall, Ryan Health Wellness

Classroom Teacher McCulloch, Paula English Literacy

Classroom Teacher McNully, Torrey Library Media Specialist Building Steering Committee

Classroom Teacher Mercado, Chad Computer Technology Wellness

Classroom Teacher Musick, Justin Math Building Steering Committee

Classroom Teacher Nance, Cathy Social Studies Literacy

Classroom Teacher O'Connor, Matt History Literacy

Classroom Teacher Parnell, Medical Teacher Wellness

Classroom Teacher Phillips, Tina English Literacy

Classroom Teacher Pinkerton, Mark Social Studies Literacy

Classroom Teacher Pond, Beth English Literacy

Classroom Teacher Powell, Margie Inclusion Teacher ELL

Classroom Teacher Ross, Alyson Math Math

Classroom Teacher Rymel, Laura Spanish ELL

Classroom Teacher Sanderlin, Jayne Math Math

Classroom Teacher Sanders, Lindsey Social Studies Literacy

Classroom Teacher Schwab, George Science Math

Classroom Teacher Shannon, John Social Studies Teacher Literacy

Classroom Teacher Shipp, Justin Medical Wellness

Classroom Teacher Simpson, Kristi Science Building Steering Committee

Classroom Teacher Smith, Teresa Math Math

Classroom Teacher Stewart, Heath Business Math

Classroom Teacher Thomas, Amy Choral Music Wellness

Classroom Teacher Totten, Nathan Spanish, English ELL

Classroom Teacher VanDevender, Betty Science Math

Classroom Teacher Wallace, Deborah English Literacy

Classroom Teacher Ward, Chuck Math Math

Classroom Teacher Ward, Donald Social Studies Literacy

Classroom Teacher Weatherley, Troy Agri Wellness

Classroom Teacher White, Pam Math Math

Classroom Teacher Wisdom, Jeff Engineering Math

Classroom Teacher Woods, Casey Science Math

Classroom Teacher Zhang, Tina Chinese Literacy

District-Level Professional Blauser, Annita Literacy Specialist Literacy

District-Level Professional Gilliam, Theresa Math Specialist Math

Non-Classroom Professional Staff Burnett, Sandy Secretary Math

10/1/2014 ACSIP


Non-Classroom Professional Staff Burns, Kristi Secretary Literacy

Non-Classroom Professional Staff Choate, Carla Counselor ELL

Non-Classroom Professional Staff Crain, Irene Nurse Wellness

Non-Classroom Professional Staff Deaton, Tammy GT Coordinator Math

Non-Classroom Professional Staff Downing, Becky Instructional Aide Wellness

Non-Classroom Professional Staff Joslin, Cindy Speech Therapy Wellness

Non-Classroom Professional Staff Kearney, Anita secretary Math

Non-Classroom Professional Staff Mendenhall, Will Student Resource Officer Wellness

Non-Classroom Professional Staff Nance, Bill Student Resource Officer Wellness

Non-Classroom Professional Staff Pruitt, Ann Secretary Wellness

Non-Classroom Professional Staff Pruitt, Paige Counselor ELL

Non-Classroom Professional Staff Roe, Terry Instructional Aide Literacy

Non-Classroom Professional Staff Sheren, Connie Counselor Wellness

Parent Ballard, Tony Parent Literacy

Parent Griffin, Leanne Parent Wellness

Parent Helm, Janelle Parent Math

Parent Vo, Minh Thi Parent ELL

Principal Barrentine, Travis Assistant Principal Building Steering Committee

Principal Jennings, Scott Principal Building Steering Committee

Principal Tarkington, Mike Principal Building steering committee

Principal Winningham, Shelma Assistant Principal Building Steering Committee

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