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School Plan

POTTSVILLE JUNIOR HIGH SCHOOLApache Drive Pottsville, AR 72858

Arkansas Comprehensive School Improvement Plan

2014-2015

The Pottsville Junior High School is determined to work as a team with the parents and community to ensure that all students are prepared with the tools to succeed in a relevant, rigorous learning environment to achieve a meaningful education.

Grade Span: 7-9 Title I: Not Applicable School Improvement: MS

Table of Contents

Priority 1: Literacy Goal: To improve application of writing skills for All Students and TAGG Students by increasing writing in content areas through essays focusing on content, style, and grammar and also through open response. Goal: To improve on level reading skills through content and literary passages.Priority 2: Math Goal: All students and TAGG students will improve their skills in geometry, data analysis, linear and nonlinear functions, factoring, and application of Algebra through multiple choice questions. Goal: All Students and TAGG Students will improve their skills in learning content vocabulary, geometry, transformations, measurement, data analysis, linear and non-linear functions, real-life application of Algebra, and factoring through open-response items. Priority 3: Wellness Program Goal: Wellness Policy--Act 1220. The Pottsville Junior High will develop and implement strategies for promoting School Wellness that comply with Federal and State Standards. The Plan will provide support for students in making Healthy Lifestyle Choices. Goal: Develop and implement a parent awareness programPriority 4: Character Education

Goal: Develop and implement school-wide programs that build on student character traits and enhances student academic achievements. Priority 5: Parent Involvement Plan Goal: Pottsville Junior High will work as a team with parents and the community to support and enhance student achievement and safety.Priority 6: Focus on Instruction Goal: In order to improve student achievement, instruct all students in research based high yield instructional strategies specifically targeting at-risk students.

Priority 1: To improve literacy skills across the curriculum by All Students and TAGG Students.Supporting Data: 1. NEEDS ASSESSMENT: Based upon a comprehensive needs assessment that reflects an in-depth

analysis of the three most current years of all state mandated assessments, formative assessments, demographic factors, perceptual data, and school programs and processes across 7th though 9th grades for All Students and TAGG Students in literacy, weak trends and/or patterns continue to be evident in the following areas: 7th-literary passage (multiple-choice) and literary (open-response items),inferring, skimming/scanning, comparing/contrasting; 8th-content and practical (multiple-choice) and practical(open-response); vocabulary, distractors, decoding/ comprehension, activating prior knowledge, establishing purpose, credibility of narrator, text features, and higher level cognitive skills – inference (Bloom’s Taxonomy); writing - editing. Most recent data (2013) indicates that content specific vocabulary, functional text, note-taking and writing-multiple choice are areas of concern for both All Students and TAGG students. Contributing factors include: lack of using different kinds of inference strategies (and high yield strategies) across the curriculum, lack of hands-on and kinesthetic activities in the classroom, content vocabulary, and lack of a consistent focus on multiple choice items/test-taking skills. SY 2014-2015: In addition to current strategies for improvement: 7th grade - more integration with other curriculums such as cross-curricular writing, focus on literacy during remediation including multiple choice; teacher selected specific challenge to cover during literacy remediation; and use library for teaching functional text like classifieds. 8th grade - practice and model across curriculum using text features, provide more one to one communication for ALL Students and TAGG Students, target individual students; more focused 8th grade remediation; provide ESL students with hands-on technology to assist them with their reading comprehension; and promote test-taking strategies during Benchmark bootcamp.

2. Average daily attendance for SY 2013-2014: 98.49; 2012-2013 = 98.27; SY 2011-12 97.6%; SY 2010-11 98%; SY 2009-10 98%; SY 2008-09 98%; SY 2007-08 97.9; SY 2006-07 94.9%; PHS Graduation

Rate for SY 2009-10 93.1%; 2008-09 89.9%; SY 2007-08 87.7; SY 2006-07 92.1; SY 2005-06 79.1. According to the 2013 ESEA report, All Students did not met AMO for graduation rate nor did TAGG Students. In the 2013-2014 SY, All Students will meet the graduate rate AMO of 96.23 and TAGG Students will meet the graduation rate AMO of 95.12. Based upon the 2014 ESEA report, All Students and TAGG Students met AMO graduation rate. In the 2014-2015 SY, ALL Students will meet the AMO graduation rate of 96.70, and TAGG Students will meet the AMO graduation rate of 95.73.

Goal To improve application of writing skills for All Students and TAGG Students by increasing writing in content areas through essays focusing on content, style, and grammar and also through open response.

Benchmark

According to the 2013 ESEA performance report, All Students met AMOs in both performance and growth; TAGG Students did not meet AMOs in performance and growth. For the 2013-2014 SY, All Students will meet the AMO of 88.56 in performance and the AMO of 88.79 in growth; TAGG Students will meet the AMO of 84.21 in performance and the AMO of 82.95 in growth. Based upon the 2014 ESEA performance report, All Students and TAGG Students met percent tested; All Students and TAGG Students met AMOs in both performance and growth; In 2014-2015, All Students will meet the performance AMO of 89.93 and growth AMO of 90.03; TAGG Students will meet performance AMO of 85.97 and growth AMO of 84.85.

Intervention: Implementation of Writing Across the Curriculum for Grades 7-9 regardless of content area.Scientific Based Research: Scientific Based Research: Burke, Jim. Content Area Writing. Scholastic Teaching Resources, 2009. Keene, Ellin Oliver. To Understand: New Horizons in Reading Comprehension. Heinemann, 2008. Pitler, Howard, Hubbell, Elizabeth R., Kuhn, Matt and Malenoski, Kim. Using Technology with Classroom Instruction that Works (2007). Dean, C., Hubbel, E., Pitler, H., Stone, B. (2012). Classroom Insruction that Works. 2nd Ed. Alexandria, VA: ASCD. Visible Learning: A Synthesis of Over 800 Meta Analyses Relating to Achievement-John Hattie (2009). Strategies for Teaching Boys and Girls-Gurian,Stevens, King (2008).

Actions Person Responsible Timeline Resources Source of Funds

7-9th grade teachers and staff will be trained or refreshed as needed in either the Step-Up To Writing strategies or other similar writing programs including: modeling in the classroom for teachers.Action Type: Professional Development

Melissa Cox, Instructional Facilitator

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

District Staff Teachers Teaching

Aids Title

Teachers

ACTION BUDGET: $

7-9th grade teachers will be provided examples of writing strategies for answering open-ended response across the curriculum. Teachers can display an open response writing strategy poster in their room that will include CSRQ.Action Type: Alignment


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


Aids

ACTION BUDGET: $

Teachers will meet in team meetings to discuss strengths and weaknesses of individual students. Results of formative assessments and evidence of corrective actions taken (i.e. files with examples of student work) will be discussed at team meetings at the end of the nine weeks.Action Type: Collaboration

Kenneth Bell, Principal

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

None Teachers ACTION

BUDGET: $

Grades 7-9 students who need additional help will participate in a remediation program under the supervision of an intervention teacher. Students will receive one-on-one instruction based on assessment results. (2014-2015) focus: grammar, content, style, practical and literary open-response questions). Lessons will incorporate literacy and enrichment exercises.Action Type: Equity

Remediation Staff

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


Aids

ACTION BUDGET: $

To measure improvement in writing skills, teachers in all content areas will disaggregate data from the writing portion of the Augmented Benchmark exam and the usage and expression portion of the SAT 10 exam. Program Evaluation: Weak trends and/or patterns continue to be evident in: 7th-literary passage (multiple-choice) and literary (open-response items); 8th-content and practical (multiple-choice) and practical (open-response); all-vocabulary, distractors, comprehension, activating prior knowledge, establishing purpose, and higher level cognitive skills – inference (Bloom’s Taxonomy). Contributing factors include: lack of using


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

TeachersACTION BUDGET: $

different kinds of inference strategies (and high yield strategies) across the curriculum, lack of hands-on and kinesthetic activities in the classroom, lack of total instructional alignment, and content vocabulary. Action Type: AlignmentAction Type: Program EvaluationAll content teachers will administer a formative/interim assessment. A standard specific rubric will be designed and used for assessment. Teachers will be given release time to evaluate student performance/teacher instruction. Individual results will be reviewed and steps in place for intervention.Action Type: AlignmentAction Type: Collaboration

Kenny Bell, Principal

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

ACTION BUDGET: $

Total Budget: $0Goal To improve on level reading skills through content and literary passages.

Benchmark

According to the 2013 ESEA performance report, All Students met AMOs in both performance and growth; TAGG Students did not meet AMOs in performance and growth. For the 2013-2014 SY, All Students will meet the AMO of 88.56 in performance and the AMO of 88.79 in growth; TAGG Students will meet the AMO of 84.21 in performance and the AMO of 82.95 in growth. Based upon the 2014 ESEA performance report, All Students and TAGG Students met percent tested; All Students and TAGG Students met AMOs in both performance and growth; In 2014-2015, All Students will meet the performance AMO of 89.93 and growth AMO of 90.03; TAGG Students will meet performance AMO of 85.97 and growth AMO of 84.85.

Intervention: All students will participate in independent and/or guided reading.Scientific Based Research: Burke, Jim. Content Area Writing. Scholastic Teaching Resources, 2009. Keene, Ellin Oliver. To Understand: New Horizons in Reading Comprehension. Heinemann, 2008. National Endowment for the Arts, Research Report #47, To Read or Not to Read: A Question of National Consequence - November 2007. Murley, Janet. The Effects of the Accelerated Reading Program on Student Achievement. Denver Colorado University, 2005.


Students will be tested by a computer based Donna Start: Computers

STAR reading test to measure reading comprehension. From this students will be given an AR goal, encouragement, and time to meet this goal. Student progress will be monitored carefully by teachers. Each student will be given time to read. Parents will be provided access to student goals and progress through a link from the school web page (Renaissance).Action Type: EquityAction Type: Parental Engagement

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

School Library Teachers

ACTION BUDGET: $

Content teachers will continue to participate as needed in Literacy Lab Professional Development or other trainings to learn ways to implement reading strategies including the following, but not limited to, phonemic awareness, comprehension, inference, and fluency across the curriculum. During the school year, subs will be provided for teachers. Teachers will be paid their daily rate of pay for summer attendance, including meals/mileage/motels. Additional class sets of books will be purchased for those teachers already trained in the Literacy Model.Action Type: Professional Development


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

District Staff Teaching Aids

NSLA (State-281) - Materials & Supplies:

$5000.00

ACTION BUDGET: $5000

Using data compiled from the scores on the literary portion of the benchmark, purchase new accelerated reader books for the accelerated reader program. Students of differing abilities will have access to the AR reading program due to the range of materials pre-primary to post-high school levels. New books will be chosen for accelerated reader through requests from

Donna Stobaugh, Librarian

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

School LibraryACTION BUDGET: $

students, teachers, and parents for all levels of readers.Action Type: EquityNumber of words read, AR goals met and STAR level will be used to measure student growth through grade level reports from Renaissance Learning. Student reading growth will be rewarded based on these measures. EVALUATION RESULTS: 7th grade pre-test = 7.6 and post-test = 8.4 (+.8); 8th grade pre-test = 7.9 and post-test = 8.2 (+.3); 9th grade pre-test = 9.2 and post-test = 9.7 (+.5).Action Type: EquityAction Type: Program Evaluation


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

ACTION BUDGET: $

All teachers will encourage reading by including book talks in their curriculum and suggesting reading topics in class.Action Type: Equity

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

School Library Teachers ACTION BUDGET: $

In order to improve reading skills, an additional language arts class, with a focus on reading, will be offered to 8th grade students. The highly qualified teacher will implement strategies from the Literacy Lab model as well as other high yield reading strategies. Individual student progress will be monitored through formative and teacher assessments. (fte .5 supplemental to state standards)Action Type: EquityAction Type: Technology Inclusion


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

NSLA (State-281) - Employee Salaries:

$27000.00

NSLA (State-281) - Employee Benefits:

$6500.00


To improve reading comprehension, decoding skills, and fluency, electronic reading devices and

Donna Stobaugh,

Start: 07/01/2014

School Library NSLA (State-281) -

$7700.00

audio books will be available to teachers for classroom use as well as student check out in the library. This will allow struggling readers access to grade level books. Books and/or e-books and audiovisual books will also be purchased to enhance student performance. The effectiveness of this program will be monitored through the increase of individual STAR reading scores as well as AR test results. A paraprofessional (fte .5) work under the direction of a highly qualified librarian to track student progress, assist in student book selection, and monitor library activities.Action Type: EquityAction Type: Technology Inclusion

Media Specialist

End: 06/30/2015

Employee Salaries:NSLA (State-281) - Employee Benefits:

$2000.00


$2500.00


Total Budget: $50700Intervention: All Junior High Teachers will integrate content vocabulary and spelling into the curriculum.Scientific Based Research: Blachowicz, Camille and Fisher, Peter J. Teaching Vocabulary in All Classrooms, 4th edition. Allyn & Bacon, 2009. Guillaume, Andrea M. and Spencer, Brenda H. 35 Strategies for Developing Content Area Vocabulary. Prentice Hall, 2008. Antonacci, Patricia A. and O'Callaghan, Catherine M. Developing Content Area Literacy: 40 Strategies for Middle and Secondary Classrooms. Sage Publications, 2010. Building Academic Vocabulary. Alexandria, VA: ASCD. Kamil, Michael L., Borman, Geoffrey D., Dole, Janice, Kral, Cathleen C., Salinger, Terry, and Torgesen, Joseph. Improving Adolescent Literacy: Effective Classroom and Intervention Practices. NCEE #2088-4027. (2008).


Junior High Teachers will integrate vocabulary building and spelling strategies to help students achieve higher academic scores in literacy. Content area "Word Walls" will be displayed in each classroom. Teachers will instruct in whole group as well as small group instruction. Principal will observe and evaluate the use of these strategies

Mr. Bell; Melissa Cox

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

Administrative Staff


ACTION BUDGET: $

during CWT/TESS. A Walk Through/TESS Cumulative Report will be available to access the observations for evaluation. EVALUATION RESULTS: 2013-2014: 56% of teachers were using the knowledge level of Bloom's Taxonomy; 56% of teachers were using the comprehension level of Bloom's Taxonomy; 21% of teachers were using the analysis level of Bloom's Taxonomy; 23% of teachers were using the synthesis level of Bloom's Taxonomy; and 15% of teachers were using the evaluation level of Bloom's Taxonomy.Action Type: EquityAction Type: Program EvaluationThe Language Arts department will monitor student reading growth and goals through-out the year using STAR testing including taking an 8th grade reading class. Action Type: Equity


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

Computers School Library ACTION

BUDGET: $

Teachers will demonstrate the use of content relevant vocabulary in their subject area curriculum using calendar based mapping techniques. Action Type: Alignment

Kenneth Bell, Principal; Teachers

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

Computers Outside

Consultants Teachers

ACTION BUDGET: $

Total Budget: $0Intervention: Implement an Enrichment/Intervention Time at each grade level (Act 35)Scientific Based Research: Levin, Barbara B. and Schrum, Lynne M. Leading 21st Century Schools: Harnessing Technology for Engagement and Achievement. Corwin Press, 2009. Fisher, Douglas & Frey, Nancy. Enhancing RTI: How to Ensure Success with Effective Classroom Instruction and Intervention. Association for Supervision & Curriculum Development, 2010. Coffey, Janet, Douglas, Rowena, and Stearns, Carole. Assessing Science Learning: Perspectives from Research and Practice (2008); Blybee, Rodger and McCrae, Barry J. PISA Science 2006-Implications for Science Teachers and Teaching (2009).Actions Person Responsible Timeline Resources Source of Funds

Grades 7-9 students will participate in an intervention program as led by the teacher. Students will be assessed in reading comprehension, open-response, and writing through formative/interim assessments. Assessment Reflection forms will be filled out to track areas of deficiencies. Lessons will then be incorporated for enrichment in literacy. Teachers will receive additional instruction from Melissa Cox, Instructional Facilitator. EVALUATION RESULTS: Literacy formative assessment results: 7th grade - 81% proficient or above; 8th grade - 91%; & 9th grade - 80%.Action Type: EquityAction Type: Professional DevelopmentAction Type: Program Evaluation


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

Computers District Staff Teachers Teaching Aids

ACTION BUDGET: $

Schedule weekly grade level meetings in grades 7-9 to align and discuss curriculum and individual student needs in accordance with state frameworks/common core and formative/interim assessments (when necessary).Action Type: AlignmentAction Type: Collaboration

Mr. Bell-Principal: Melissa Cox; Julie Stroud-Counselor: Grade Teachers

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

Computers District Staff Outside

Consultants Performance

Assessments Teachers Teaching Aids

ACTION BUDGET: $

Develop individual student Academic Improvement Plans for students who are not achieving at grade level in literacy based on Benchmark for students who are

Mr. Kenneth Bell, Principal: Teachers: Melissa Cox, Instructional

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


District Staff Teachers

ACTION BUDGET: $

not proficient or advanced. (Act 35).Action Type: AIP/IRIAction Type: Parental Engagement

Facilitator Title Teachers

Principal and teachers will be available at Fall and Spring Parent Teacher Conferences or by request of parents to discuss progress made on an AIP. (Act 35) Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement

Mr. Kenneth Bell-Principal

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


District Staff Teachers Title Teachers

ACTION BUDGET: $

A Paraprofessional will work under the supervision of a classroom teacher to provide supplemental instruction. (fte. 1)Action Type: Equity


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

Teachers Teaching Aids


$4750.00

NSLA (State-281) - Employee Salaries:

$16000.00


In order to integrate technology into instruction, teachers will use various tools to design interactive student centered technology rich lesson plans.Action Type: EquityAction Type: Technology Inclusion

Mr. Kenneth Bell, Principal

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

Computers District Staff Outside

Consultants Teachers Teaching Aids Title Teachers

ACTION BUDGET: $

All ELL students will be assessed using Esperanza Start: District Staff ELL (State- $2300.00

the MAC II assessment. For qualifying students, a trained ELL Instructor in conjunction with content teachers, will provide language instruction. Language materials will be purchased to support the instruction. Laptops/chromebooks/projectors will be purchased and incorporated in instruction for ESL students to boost their language acquisition with interactive activities. Technology will allow us to individualize instruction for each student and accelerate acquisition of the five components of reading: phonemic awareness, phonics, vocabulary, fluency, and comprehension through software and internet applications.In accordance with state standards, a post MAC II will be administered to evaluate progress. EVALUATION RESULTS: The English Language Development Assessment for 2014-2015: In Grades 7-9, 2 students scored a 5, 4 students scored a 4, and 5 students scored a 3. Listening and Speaking are strengths throughout the grades while Writing and Reading are the weakest areas.Action Type: EquityAction Type: Program Evaluation

Belmonte, ESL Instructor; Mr. Kenneth Bell-Principal

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

Teaching Aids 276) - Materials & Supplies:


Students will be recognized yearly for outstanding achievement by grade level based on total number of books read, quiz scores, and total number of words read.

Donna Stobaugh-Librarian:English Teachers

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

School Library Teachers ACTION BUDGET: $

Action Type: EquityTeachers will implement strategies that work in their classrooms. Samples of graphic organizers will be given to each new teacher 7-9th grades upon request to support the "Test Prep" strategies for students across the curriculum.Action Type: Equity


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

District Staff Teachers Teaching Aids

ACTION BUDGET: $

In order to guide instruction and improve student achievement, an Instructional Facilitator (a highly qualified teacher) will collaborate with other highly qualified teachers, organize instructional materials, collect student data, and monitor individual student progress. (exceeding Arkansas State Standards)Action Type: CollaborationAction Type: Equity


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

ACTION BUDGET: $

Continue to utilize instructional technology lab & classrooms where teachers and students use technology resources to improve academic achievement. (Technology Expo PD-October 24-6 hours)Action Type: EquityAction Type: Professional DevelopmentAction Type: Technology Inclusion

K. Bell, Principal; Jennifer Curry; Instr. Technology

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


Individual teachers will communicate to develop guidelines for formative assessments. Formative/interim assessments will be given throughout the school year. Subs will be provided and

Kenneth Bell, Principal; Melissa Cox, Instructional Facilitator; ARCH FORD consultants

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


teachers will be given release time to evaluate student progress and instruction. To improve instruction, Professional Development training and vertical team time will be provided to all content teachers in weak areas identified in trend analysis. Action Type: CollaborationAction Type: Professional DevelopmentAll students 7th-9th grade will be given a formative assessment two times a year as well as state mandated interim assessments.Action Type: Equity

Kenneth Bell, principal; Melissa Cox; Carmen Flurry, Jennifer Hull, Sharel Diaz, K. Ham

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

ACTION BUDGET: $

Odysseyware (web based software) will be made available in the ALE and Credit Recovery program. Action Type: Technology Inclusion


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

ACTION BUDGET: $

Use Follet Library/Destiny Asset Software to drive students' critical thinking skills, problem-solving skills and information search skills.

Donna Stobaugh, Media Specialist

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

ACTION BUDGET: $

Continue the READ 180 program to meet the needs of struggling readers whose reading achievement is below proficient level. The program directly addresses individual needs through differentiated instruction, adaptive and instructional software, high-interest literature, and direct instruction in reading, writing, and vocabulary skills. ( NSLA)

Kenneth Bell, Kristen Ham, Stephanie Guyse, Andy Cioppa, Angelia Cox

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

NSLA (State-281) - Purchased Services:

$2980.00


$1000.00


Total Budget: $27030

Priority 2: All Students and TAGG Students will improve their abilities to solve problems and communicate their understanding of mathematics.

Supporting Data: 1. NEEDS ASSESSMENT: Based upon a comprehensive needs assessment that reflects an in-depth analysis of the three most current years of all state mandated assessments, formative assessments, demographic factors, perceptual data, and school programs and processes across 7th though 9th grades in all populations in math, weak trends and/or patterns are evident in the following areas: 7th- terminology, measurement (open-response items) and measurement (multiple-choice); function tables, equations, scatter plots, analyzing data, distance & midpt; 8th- geometry (open-response) and geometry (multiple-choice); multi-step problems, applying formulas, LCM of polynomials, PAF; Algebra-data interpretation and probability, solving equations and inequalities and non-linear functions (multiple choice) and linear and non-linear functions (open-response), GCF, LCM, polynomial factoring, data interpretation, & real world application; Geometry-triangles (multiple-choice), triangle (open-response), multi-step problems, equations, & higher order thinking. 2014 Data Analysis indicates the following: 7th-similarities and interior angles measures, applying formulas, and scientific notation and percentages for All Students and especially TAGG Students. 8th-finding area, distance between 2 points, polynomials, patterns in #'s, probability, and open-response for All Students and especially TAGG Students. EOC Alg-linear functions, open response and language of algebra and multi-step problems for All Students and especially TAGG students. EOC Geometry-Triangles/Open-Response. Contributing factors include: lack of content vocabulary, lack of test-taking skills, lack of application of formulas, lack of instructional alignment, lack of hands-on/real world activities in the classroom and across the curriculum. SY 2013-2014: In addition to current strategies for improvement: 7th grade - more time spent on challenging (better pacing), incorporate geometry and measurement throughout the year, more hands-on real-world situations; 8th grade - focus on algebra, provide quality practice and not quantity, teach test taking strategies of eliminating and underlining, and focus on real world applications and paying attention to detail; Algebra - focus on open-response during "math week", push vocabulary of algebra in all content areas; Geometry - more examples and practice with Triangles and Open-response.

2. Average daily attendance for SY 2013-2014: 98.49; 2012-2013 = 98.27; SY 2011-12 97.6%; SY 2010-11 98%; SY 2009-10 98%; SY 2008-09 98%; SY 2007-08 97.9; SY 2006-07 94.9%; PHS Graduation

Rate for SY 2009-10 93.1%; 2008-09 89.9%; SY 2007-08 87.7; SY 2006-07 92.1; SY 2005-06 79.1. According to the 2013 ESEA report, All Students did not met AMO for graduation rate nor did TAGG Students. In the 2013-2014 SY, All Students will meet the graduate rate AMO of 96.23 and TAGG Students will meet the graduation rate AMO of 95.12. Based upon the 2014 ESEA report, All Students and TAGG Students met AMO graduation rate. In the 2014-2015 SY, ALL Students will meet the AMO graduation rate of 96.70, and TAGG Students will meet the AMO graduation rate of 95.73.

Goal All students and TAGG students will improve their skills in geometry, data analysis, linear and nonlinear functions, factoring, and application of Algebra through multiple choice questions.

Benchmark

According to the 2013 ESEA report, neither All students nor TAGG students met AMOs in math performance or growth. SY 2013-2014: All Students will meet performance AMO of 85.55 and growth AMO of 79.68; TAGG Students will meet performance AMO of 81.72 and growth AMO of 72.73. Based upon the 2014 ESEA report, both All Students and TAGG Students met percent tested; neither All Students nor TAGG students met AMOs in math performance and growth. SY 2014-2015: All Students will meet performance AMO of 87.15 and growth AMO of 81.93; TAGG Students will meet performance AMO of 83.75 and growth AMO of 75.76.

Intervention: At each grade level, develop and implement math strategies for remediation/enrichment.Scientific Based Research: Gillies, Robyn M. Evidence - Based Teaching. Strategies that Promote Learning, Sense Publisher, 2009. Bender, William N. Differentiating Math Instruction: Strategies that Work for K-8 Classrooms, Corwin Press, 2009. Pashler, Harold, Bain, Patrice, Bottge, Brian, Graesser, Arthur, Koedinger, Kenneth, McDaniel, Mark, & Metcalfe, Janet: Organizing Instruction & Study to Improve Student Learning (NCER 2007-2004), (2007); Bybee, Rodger and McCrae, Barry J. PISA Science 2006-Implications for Science Teachers and Teaching (2009).Actions Person Responsible Timeline Resources Source of FundsFormative/Interim Assessments will be utilized to assess students, drive instruction and remediation in preparation for the ACTAAP/EOC/PARCC tests. 2014-2015 focus: Triangles, Operations, Algebraic Expressions, Non-linear and Linear Functions, Geometry, Measurement, Real-world Activities.Action Type: Collaboration

Rebecca Ayers, Math Chair; Teddy Qualls; Jenece Clark; Melissa Cox; Arch Ford

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

Teachers Teaching Aids ACTION BUDGET: $

Action Type: EquityTeachers will meet in content team meetings to discuss strengths and weaknesses of individual students such as test taking skills. Results of formative/interim assessments and evidence of corrective actions taken (i.e. files with examples of student work) will be discussed at team meetings at the end of the nine weeks. Subs will be provided.Action Type: Equity

Mr. Kenneth Bell Start: 07/01/2014End: 06/30/2015


Performance Assessments


ACTION BUDGET: $

Implement Student Academic Improvement Plans for students scoring below proficient on any EOC exams or benchmark exam (PARCC in future). A copy of skills taught correlated with Arkansas standards/Commom Core standards will be kept on file. (Act 35). Action Type: Equity

Mr. Kenneth Bell-Principal:Rebecca Ayers-Math Chair; Garrett Hill-Math Remediation;

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


A Paraprofessional will work under the direction of a highly qualified teacher to provide supplemental math instruction. Materials and supplies will be purchased as necessary.(fte 1) Action Type: Equity


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

Teachers NSLA (State-281) - Employee Salaries:

$16000.00


$4750.00


Math teachers will disaggregate data from the EOC Algebra and Benchmark scores to determine deficit areas (PARCC in future). Instructional strategies will be implemented to address deficit areas including computation, application of formulas, and real world activities.Action Type: AlignmentAction Type: Collaboration

K. Bell, Principal; Melissa Cox

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

ACTION BUDGET: $

Academic Improvement Plans (AIP) will be developed for students scoring below proficient. Principal and teachers will be available at Fall and Spring Parent Teacher conferences or by request of parents to discuss progress made on an AIP. (Act 35)Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement

K. Bell, Principal Start: 07/01/2014End: 06/30/2015

ACTION BUDGET: $

Math teachers will meet to compare formative/interim assessments and Benchmark/EOC (PARCC) results to track progress of all students. Action Type: Collaboration


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

ACTION BUDGET: $

Appropriate, available technology will be incorporated into instruction and improve student ability to communicate their understanding of mathematics. Action Type: Technology Inclusion

Kenny Bell, Principal Start: 07/01/2014End: 06/30/2015


Grades 7-9 students will participate in Melissa Cox, Start:

an intervention program as led by the teacher. Twice a year (along with state mandated interim assessments), students will be assessed in math through formative/interim assessments. Based on these test results enrichment exercises will be incorporated into lessons for success in learning material. Teachers will receive additional instructional support from the instructional facilitator such as in content vocabulary. EVALUATION RESULTS: formative assessment results: 7th grade - 73% proficient or above; 8th grade - 76.8%; 9th grade algebra - 54%; 9th grade geometry -95%. Action Type: Professional DevelopmentAction Type: Program Evaluation

Instructional Facilitator, Jenece Clark, Teddy Qualls, Rebecca Ayers;

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

ACTION BUDGET: $

Content teachers will administer a formative assessment and state mandated interim assessments. A standard specific rubric will be designed and used for assessment. Teachers will be given release time and/or vertical team time to evaluate student performance/teacher instruction. Individual results will be reviewed and steps in place for intervention. Materials and supplies will be purchased as needed.Action Type: Alignment

Kenny Bell, Principal Start: 07/01/2014End: 06/30/2015


$2000.00


Action Type: CollaborationTotal Budget: $22750

GoalAll Students and TAGG Students will improve their skills in learning content vocabulary, geometry, transformations, measurement, data analysis, linear and non-linear functions, real-life application of Algebra, and factoring through open-response items.

Benchmark

According to the 2013 ESEA report, neither All students nor TAGG students met AMOs in math performance or growth. SY 2013-2014: All Students will meet performance AMO of 85.55 and growth AMO of 79.68; TAGG Students will meet performance AMO of 81.72 and growth AMO of 72.73. Based upon the 2014 ESEA report, both All Students and TAGG Students met percent tested; neither All Students nor TAGG students met AMOs in math performance and growth. SY 2014-2015: All Students will meet performance AMO of 87.15 and growth AMO of 81.93; TAGG Students will meet performance AMO of 83.75 and growth AMO of 75.76.

Intervention: Implement use of Open-Response strategies in all mathematics classes.Scientific Based Research: National Mathematics Advisory Panel. Foundations for Success: The Final Report of the National Mathematics Advisory Panel, U.S. Department of Education: Washington, DC (2008);Pashler, Harold, Bain, Patrice, Bottge, Brian, Graesser, Arthur, Koedinger, Kenneth, McDaniel, Mark, & Metcalf, Janet: Organizing Instruction & Study to Improve Student Learning (NCER 2007-04), (2007).Gillies, Robyn M. Evidence Based Teaching, Strategies that Promote Learning. Sense Publisher, 2009. Siena, Maggie. From Reading to Math: How Best Practices in Literacy Can Make You a Better Math Teacher, Grades K-5. Math Solutions, 2009.


Teachers will meet in team meetings to discuss strengths and weaknesses of individual students such as weaknesses in content vocabulary/terminology. Results of formative/interim assessments and evidence of corrective actions taken (i.e. files with examples of student work) will be discussed at team meetings at the end of the nine weeks. EVALUATION RESULTS 2013-2014: Teachers met once a week throughout the school year. 2014-2015: Teachers will continue to meet routinely in grade levels.Action Type: Collaboration

Mr. Kenneth Bell-Principal; Melissa Cox, Instructional Facilitator

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


Action Type: Program Evaluation7th through 9th grade teachers will incorporate math open-ended response across the curriculum in content specific areas at least once each nine weeks. Teachers should maintain copies of samples of math assessments used during the year.Action Type: CollaborationAction Type: Equity


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

Teachers Teaching

AidsACTION BUDGET: $

Total Budget: $0

Priority 3: Develop and implement the Wellness Plan on the new campus that incorporates a yearly assessment using the School Health Index Modules for assessment.

Supporting Data:

1. Average daily attendance for SY 2013-2014: 98.49; 2012-2013 = 98.27; SY 2011-12 97.6%; SY 2010-11 98%; SY 2009-10 98%; SY 2008-09 98%; SY 2007-08 97.9; SY 2006-07 94.9%; PHS Graduation Rate for SY 2009-10 93.1%; 2008-09 89.9%; SY 2007-08 87.7; SY 2006-07 92.1; SY 2005-06 79.1. According to the 2013 ESEA report, All Students did not met AMO for graduation rate nor did TAGG Students. In the 2013-2014 SY, All Students will meet the graduate rate AMO of 96.23 and TAGG Students will meet the graduation rate AMO of 95.12. Based upon the 2014 ESEA report, All Students and TAGG Students met AMO graduation rate. In the 2014-2015 SY, ALL Students will meet the AMO graduation rate of 96.70, and TAGG Students will meet the AMO graduation rate of 95.73.

2. BMI or Body Mass Index for children is gender and age specific. BMI charts contain four categories of weight based on the calculated BMI. The four categories are Underweight/Healthy and At Risk for Overweight/Overweight with a higher BMI indicating greater risk.

3. SY 2013-2014: BMI results: No data available for 7th grade students and 9th grade students; 56 males assessed in 8th grade with 55.4% of Healthy Weight/Underweight and 44.6% At-risk/Overweight. 60 female students assessed in 8th grade with 68.3% of Healthy Weight/Underweight and 31.7% At-risk/Overweight. SY 2011-12: BMI results: No data available for 7th grade students; 99 8th grade students were assessed-40.7% of Males and 34.6% of Females were overweight/obese; No data available for 9th grade students. SY 2010-11: No data available for 7th grade students. 107 8th grade students were assessed. 42.9% of Males and 33.3% of females were overweight/at risk of being overweight. No data avilable for 9th grade students. Body Mass Index Data SY 2009-10: No data available for 7th grade students. 111 8th grade students were assessed. No data avilable for 9th grade students. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: 8th Graders: Males-36.1%, Females-44%

Body Mass Index Data SY 2008-09 No data available for 7th grade students. 124 8th grade students were assessed. No data avilable for 9th grade students. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: 8th Graders: Males-37.5%, Females-38.3%Body Mass Index Data SY 2007-2008: No data available for 7th grade students. 116 8th grade students were assessed. No data avilable for 9th grade students. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: 8th Graders: Males-59.7%, Females-32.7% Body Mass Index Data SY 2006-2007: 90 7th grade students were assessed. 100 8th grade students were assessed. 71 9th grade students were assessed. 261 total students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: 7th Graders: Males-53.8%, Females-31.6% 8th Graders: Males-41.5%, Females-36.2% 9th Graders: Males-48.5%, Females-28.9Body Mass Index Data SY 2005-2006 : 95 7th grade students were assessed. 109 8th grade students were assessed. 96 9th grader students were assessed. 300 total students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: 7th Graders: Males-45.6%, Females-42.8% 8th Graders: Males-37.9%, Females-35.3% 9th Graders: Males-46.7%, Females-25.0%Body Mass Index Data SY 2004-2005 of the Combined K-12 Population: 634 Male students were assessed, while 591 Female students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight and overweight: 7th Graders: Males-43.6%, Females-35.8% 8th Graders: Males-42.6%, Females-37.5% 9th Graders: Males-48.9%, Females-35.4%Body Mass Index Data SY 2003-2004 of the 199 7th/8th grade combined population; 90 9th graders, the following represents the percent of students at risk of overweight and overweight: 7th Graders: Males-46.9%, Females-36.4% 8th Graders: Males-44.6%, Females-37.5% 9th Graders: Males-46.6%, Females-35.5%

4. School Health Index Modules will be developed and implemented at such time the campus is opened providing (Module 4, Nutrition Services: )- Collaboration between food service staff, teachers, parents and students to suggest various healthy food plan choices.

5. NOTE: See APSCN Cycle 2 Report to obtain this data. Free and Reduced Price Meal Eligibility SY 2013-2014: 43% Free and Reduced Price Meal Eligibility SY 2012-13: ******** Free and Reduced Price Meal Eligibility SY 2011-2012: 46.5% Free and Reduced Price Meal Eligibility SY 2007-2008: NOTE: See USDA’s Economic Research Service, Data Sets – County Level Unemployment and Medial Household Income for Arkansas.

(www.ers.usda.gov)http://www.ers.usda.gov/Data/Unemployment/RDList2.asp?ST =AR6. Pope County Unemployment Rate: (http://research.stlouisfed.org/fred2/data/ARPPURN.txt) 2014: 7.02%

2013: 7.1% 2012: 7.1% 2011: 7.5% 2010: 7.7% 2009: 7.2% 2008: 4.8% 2007 data: USDA Economic Research Service http://www.ers.usda.gov/data/unemployment/RDList2.asp?ST=AR 2007: 4.8% 2006: 4.8% 2005: 4.2% Pope County Percent Population in Poverty: 2009: 18/4%* (Most recent data) 2004: 15.8% 2003: 16.5% data: http://www.city-data.com/county/Pope_County-AR.html http://www.fedstats.gov/qf/states/05/05115.html

7. Pope County Percent Population in Poverty, 2009-most recent data-18.4% (all people in poverty) & 25.8% (children 0-17); 2005 - 16.6%; 2003--16.5% : 23.2% Children 0-17 living in poverty. http://www.ers.usda.gov/Data/PovertyRates/PovListpct.asp?ST=AR&view=Percent

GoalWellness Policy--Act 1220. The Pottsville Junior High will develop and implement strategies for promoting School Wellness that comply with Federal and State Standards. The Plan will provide support for students in making Healthy Lifestyle Choices.

Benchmark By the SY 2014-2015 there will be a decrease of the average Body Mass Index for students by ½ % as evaluated by the annual Body Mass Index Screening.

Intervention: Decrease the average BMI on routine annual student screening by implementing practices to provide opportunities for students to practice healthy behaviors at school and encourage them to make healthy food and physical activity choices resulting in increased academic performance.Scientific Based Research: Our Overweight Children: What Parents, Schools, and Communities Can Do to Control the Fatness Epidemic. Contributors: Sharron Dalton - author. Publisher: University of California Press. Place of Publication: Berkeley, CA. Publication Year: (2004). Stang, J & Bayerl C.T.; Journal of the American Dietetic Association 10397): Child and Adolescent Food and Nutrition Programs (2005)Actions Person Responsible Timeline Resources Source of FundsImplement Health Smart Curriculum in the 7th and 9th grade through the physical education program. The Presidential Fitness Challenge will be implemented in the physical education classes to evaluate student fitness. 2013-2014 results/avg: shuttle run-8.89 seconds; mile run-9.35 minutes; pull-ups-2.86; curl-ups-26.61; sit and reach-26.25.(Federal Requirement: Goals for Nutrition Education

Greg Jones-Chair Wellness/Bryan Rust

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

ACTION BUDGET: $

Action Type: Program EvaluationAction Type: WellnessA school nurse will provide health services and education to students and parents on making healthy choices and decisions.Action Type: Wellness

Cathy Heflin: Nurse Start: 07/01/2014End: 06/30/2015

ACTION BUDGET: $

Train all staff in the habits and practices related to health and safety that promote the eight components of the School Health Index.Action Type: Professional DevelopmentAction Type: Wellness

Leslie Shafer, Nurse Start: 07/01/2014End: 06/30/2015

District Staff ACTION

BUDGET: $

The Child Nutrition Program in the Pottsville Schools will follow the nutrition and reimbursable school meal guidelines.Action Type: Equity

Kathy Cynova, District Child Nutrition Director

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

ACTION BUDGET: $

Total Budget: $0Goal Develop and implement a parent awareness program

Benchmark By the SY 2014-2015 there will be a decrease of the average Body Mass Index for students by 1/2 % as evaluated by the annual Body Mass Index Screening.

Intervention: Promote good nutrition and physical activities through parental involvement.Scientific Based Research: Barra, Dianna: "Eat Healthy, Be Healthy-A Practical Guide and Menu Planner to Eating Healthy and Feeling Better": Idea Designs, 2002.Actions Person Responsible Timeline Resources Source of FundsEach year at Open House a Wellness awareness table will provide nutrition ideas, activities, and information for parents and support parent/community participation in Act 1220. A sign-in sheet will be kept to evaluate parental involvement. 2014-2015: approx. 200 parents attended open house Aug 13, 2014. Also, teachers may participate in yearly training provided by District Coordinator.(Federal Requirement: Nutrition

Greg Jones: Chair/ Nurse Heflin; Carrie Drake: Chair Parental Involvement

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

District Staff Teachers ACTION

BUDGET: $

Education)Action Type: Professional DevelopmentAction Type: Program EvaluationAction Type: WellnessDo a yearly evaluation using the School Health Index as a tool of the (a) health and safety policies & environment; (b) Health Education; (c) Physical Ed. & Other Physical Activity Programs; (d) Nutrition Services;(e) Health Services;(f) Counseling, Psychological & Social Services;(g) Health Promotion for Staff; (f) Family & Community Involvement. (Federal Requirement: Measuring implementation of local wellness policy and community involvement.)Action Type: Wellness

Leslie Shafer: Nurse & Committee members

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

District Staff Teachers ACTION

BUDGET: $

Total Budget: $0

Priority 4: Develop and implement enhanced character education programs that will recognize student achievement and enrich young adolescent's learning leading to higher academic achievement levels.

Supporting Data:

1. NEEDS ASSESSMENT: Based on a comprehensive needs assessment that reflects analysis and review of discipline referrals, attendance reports and perceptual data across grades 7-9, reducing the number of discipline referrals is an area for improvement especially in the area of insubordination. A contributing factor for focus is consistent staff use of the assertive discipline model.


Goal Develop and implement school-wide programs that build on student character traits and enhances student academic achievements.

Benchmark Develop and implement programs to encourage outstanding student academic and extra-curricular achievements.

BenchmarkIn 2013-2014, PJHS had 604 discipline referrals across grades 7-9, an average daily attendance of 97.6%, and 94% (2012-13) of those responding to the parent survey felt Pottsville Junior High provides a safe and orderly environment for students and teachers. In SY 2014-2015, the number of Discipline Referral Reports will decrease by 5% and academic scores will be increased by 2%.

Intervention: Implement motivational programs to encourage students to make appropriate choices and be successful in academic pursuits. Include programs to encourage appropriate safety decisions in the event of a crisis.Scientific Based Research: Character-Centered Teaching: An Arkansas Initiative. This We Believe: Successful Schools for Young Adolescents : A Position Paper of the National Middle School Association (Paperback) by National Middle School Association (Other Contributor: National Middle School Association (November 2003); Strategies for Teaching Boys & Girls (2008) Michael Gurian, Kathy Stevens, Kelley KingActions Person Responsible Timeline Resources Source of FundsTeachers will meet in grade level meetings to discuss student academic / behavioral challenges and goals. Successful strategies are shared so that they can be implemented in other classes.Action Type: Collaboration

Mr. Kenneth Bell-Principal; Melissa Cox

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

Outside Consultants


A tools for teaching packet will be given to new staff as needed on effective tools for teaching in the areas of student motivation to succeed in standardized testing such as step-up-to-writing and other writing practices.Action Type: EquityAction Type: Professional Development

Jennifer Deramus; Melissa Cox;

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

District Staff Teachers Teaching Aids

ACTION BUDGET: $

Continue motivational programs by the Counselor to the students to encourage students to make appropriate choices.Action Type: Equity

Julie Stroud:Counselor

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


Provide students with leadership clubs such as Jr. Beta, Ambassadors, FBLA, and FCCLA.Action Type: Equity

Mr. Kenneth Bell:Principal

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

Outside Consultants


Develop and implement student academic achievement assembly to be done yearly. Students receive top honor of class awards; club awards; and top reader achiever awards. Action Type: Equity

Donna Stobaugh-Librarian

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



ACTION BUDGET: $

Evaluate the prior year's discipline referrals to determine the effectiveness of the character education program. EVALUATION RESULTS: 2013-2014: 604 total discipline incidents (an increase of 84 incidents compared to previous year). Incidents per grade- 7th grade = 192/32%; 8th grade = 240/40%; and 9th grade = 172/28%. The incidents occurring most per grade level: 7th grade = disorderly conduct; 8th grade and 9th grade = insubordination. 2012-2013: 520 total discipline incidents for grades 7-9 (a decrease of 424 incidents compared to 2011-2012. Incidents per grade in 2012-2013: 7th grade 169=33%; 8th grade 191=37%; 9th grade 160=31%. 2011-2012: 944 total discipline incidents for grades 7-9 (an increase of 187 incidents compared to 2010-2011. Incidents per grade: 7th grade 299=32%; 8th grade 295=31%; 9th grade 350=37%. Incident type occurring most often was insubordination for all grades.Action Type: Program Evaluation

Sandy Alexander-Administrative Staff: Mr. Kenneth Bell-Principal

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


Computers Teachers Title Teachers

ACTION BUDGET: $

To raise achievement and understand learning Julie Stroud, Start: District Staff

styles, all students will be assessed on a Learning Style inventory. Teachers will implement strategies in their classrooms based upon the assessments. Action Type: EquityAction Type: Technology Inclusion

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

Teachers ACTION BUDGET: $

Procedures for implementation of the Crisis Management Plan will be presented to faculty and staff by the CMP committee/Administration.


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

ACTION BUDGET: $

Teachers will consistently use the assertive discipline model for discipline referral.Action Type: Alignment

Kenneth Bell; Teachers

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



In order to promote job acquisition and retention, goal building skills, social interaction skills, self-esteem, and character traits will be taught through digital photography. Groups of students will be given assignments that will require the use of technology. (ex. power point, movie maker, activities for parent conferences, yearbook)Action Type: Technology Inclusion

Julie Stroud, Counselor

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

ACTION BUDGET: $

Positive feedback to all students once per year through postcard incentive program.Action Type: Wellness

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


Faculty will vote for model member they believe demonstrates good character - monthly.Action Type: Wellness

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

ACTION BUDGET: $

Apache Golden Arrow incentive program designed to reward positive behavior.Action Type: Wellness

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


Total Budget: $0Intervention: Develop and implement a network that connects parents, teachers and students to participate in community programs to enhance student's learningScientific Based Research: Gene Bottoms and Maria Young, SRES High Schools That Work Follow-Up Study of 2002 High School Graduates: Implications for Improving Transitions from High School to College and Careers (2005).


Student will participate in activities promoting drug and alcohol awareness. Action Type: EquityAction Type: Wellness

Julie Stroud-Counselor

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

Community Leaders

Outside Consultants

Teachers

ACTION BUDGET: $

Leadership Training for students. Students participate in ExCel training to learn enriched character education or low elements training for leadership at Camp Caudle. Action Type: Equity

Julie Stroud-Counselor

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

Community Leaders

Outside Consultants

Teachers

ACTION BUDGET: $

Through the CAPS program students will have an advisor (teacher) to help direct their academic future. Students will meet with their advisor once a month to discuss their academic future and have the opportunity to get to know the student better. This will provide focus for students and parents to achieve their academic goals. CAPs conferences will occur annually. (Character education posters and


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

Community Leaders

Outside Consultants


ACTION BUDGET: $

games will be purchased to work with students on anger management/stress/drug abuse.)Action Type: EquityAction Type: Parental EngagementSurvey parents following CAPs Night to determine the effectiveness of school and parent collaboration. EVALUATION RESULTS: 2013-2014 98% of parents surveyed felt the CAPS program was beneficial. 127 parents surveyed. 99% of parents surveyed felt scheduled appointments made it more convenient to attend; and 99% of parents surveyed felt they were provided adequate information to begin preparing a program of study for their child.Action Type: Parental EngagementAction Type: Program Evaluation


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

ACTION BUDGET: $

Counselor and Principal will meet with faculty to share CAPS information and updates. Action Type: Professional Development

Kenneth Bell, Principal; Julie Stroud, Counselor

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

Administrative Staff ACTION

BUDGET: $

Total Budget: $0

Priority 5:To develop and implement programs that support student achievement, enhance the overall safety and environment for the well being of children, faculty, and staff at Pottsville Junior High that enhance the foster and support of active parent involvement.

Supporting Data: 1. NEEDS ASSESSMENT: Based on a comprehensive needs assessment that reflects analysis and review of perceptual data from parent surveys across grades 7-9, continued emphasis on effective communication with parents regarding school programs and operations is an area for focus.

2. Average daily attendance for SY 2013-2014: 98.49; 2012-2013 = 98.27; SY 2011-12 97.6%; SY 2010-11 98%; SY 2009-10 98%; SY 2008-09 98%; SY 2007-08 97.9; SY 2006-07 94.9%; PHS Graduation Rate for SY 2009-10 93.1%; 2008-09 89.9%; SY 2007-08 87.7; SY 2006-07 92.1; SY 2005-06 79.1. According to the 2013 ESEA report, All Students did not met AMO for graduation rate nor did TAGG Students. In the 2013-2014 SY, All Students will meet the graduate rate AMO of 96.23 and TAGG Students will meet the graduation rate AMO of 95.12. Based upon the 2014 ESEA report, All Students

and TAGG Students met AMO graduation rate. In the 2014-2015 SY, ALL Students will meet the AMO graduation rate of 96.70, and TAGG Students will meet the AMO graduation rate of 95.73.

Goal Pottsville Junior High will work as a team with parents and the community to support and enhance student achievement and safety.

Benchmark

In 2013-2014, 98% of parents responding to the CAPS parent survey felt they receive adequate information they need about the school's programs and preparing a program of study for their child. In the 2014-2015 SY, parent involvement will be supported through increased communication with parents regarding information about school programs and operations (school messenger contacts and principal e-mail newsletters).--This support will continue throughout the 2014-2015 SY. Parent perception of the school's performance in providing information on programs and operations will continue to improve (1% goal) as measured by parent survey responses. (Acts 603, 307, & 397).

Intervention: Develop and monitor an enhanced Parental Involvement Plan on the Junior High Campus. (Acts 603 & 307): the plan will describe how the district will involve parents in the joint development of the district's NCLB plan and the process of school review and involvement. Include the six elements of the "best practices" of developing a Parental Involvement Plan: (1)Parenting;(2)Communicating;(3) Volunteering. (4) Learning at Home;(5) Decision Making; and (6) Collaborating With the Community.Scientific Based Research: Pate, P.E. & Andrews, P.G. Research Summary: Parent Involvement (2007). Jeynes, William. Parental Involvement and Academic Success. Routledge, 2010. Hiatt - Michael, Diana B. Promising Practices to Support Family Involvement in Schools (Family, School, Community Partnership). Information Age Publishing, 2010. Griffiths - Prince, Dr. Marcia Ph.D. Cultivating Parental Involvement in Middle Schools A Case Study. CreateSpace, 2009.


Prepare schoolwide communication on campus for eSchool. Continue to facilitate parental involvement in student academics through the continued use of an on-line gradebook called eSchool.Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement

Samantha Prince

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

Computers Teachers ACTION BUDGET: $

The Parent Center will provide resources on relevant parenting topics such as: parenting and child-rearing skills, understanding child and adolescent development, and setting home conditions that support children as students at each age and grade level. Assist schools in understanding families while supporting parents in skills through literature and research in the center and library. The Parent Facilitator (certified teacher) will help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement; and undertake efforts to ensure parental participation is recognized as an asset to the school. A Volunteer Resource Book will be maintained and school staff will be encouraged to use it to match school needs with volunteer interests. Materials and supplies will be purchased to support different parent activities. Action Type: Parental Engagement

Carrie Drake, Chair:Mr. Kenneth Bell

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

Community Leaders



$500.00

ACTION BUDGET: $500

Continue Parent Training Night for eSchool Program Grades 7,8,and 9th with faculty and staff support. 2010-2011: 121 in attendance at open house; 2011-2012: 188 in attendance at open house; 2012-2013: 216 in attendance at open house; 2013-2014: 400 in attendance at open house; 2014-2015: 200 in attendance at open house;Action Type: Parental EngagementAction Type: Program Evaluation

Carrie Drake-Chair; Samantha Prince-Pinnacle

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


Continue supporting parent volunteers to focus upon and to enhance family involvement in providing students with a safe learning environment and supports parent interaction on the school campus.Action Type: EquityAction Type: Parental Engagement

Carrie Drake-Chair

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


District Staff Outside Consultants Performance

Assessments Teachers Title Teachers

ACTION BUDGET: $

Parents are invited and encouraged to attend regularly scheduled Parent Involvement Meetings. The annual Parent's Open House provides parents with classroom expectations to support student achievements. Open House information given to parents includes homework and other curriculum activity information through links to school web pages. Parents are invited and encouraged to attend annual CAPs conferences to help provide focus for students and parents to achieve their academic goals. A minimum of two parent-teacher conferences are scheduled: Oct 23, 2014 and Feb 12, 2015. Action Type: EquityAction Type: Parental Engagement

Carrie Drake-Chair

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


District Staff Teachers Teaching Aids Title Teachers

ACTION BUDGET: $

To ensure campus safety and easy identification of staff members, staff will continue to wear name tags.

Mr. Kenneth Bell

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


District Staff Teachers Title Teachers

ACTION BUDGET: $

The campus will assist parents by providing a Carrie Drake- Start: District Staff

meeting place and support when applicable to coordinate fundraisers and clubs. PJHS has an active PTO organization that works in conjunction with faculty to foster parental and community involvement. Action Type: CollaborationAction Type: Parental Engagement

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

Outside Consultants Teachers

ACTION BUDGET: $

Continue use of teacher to Student "Accountability Forms" and Parent contact Logs that provide parent communication by phone, email and/or in-person to report on student challenges and achievements when necessary.Action Type: Parental Engagement


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


Continue the School Messenger System to enhance parent communication on student performance, academics and scheduled events. In addition, teachers may send out e-mails and Remind 101 messages to increase parent engagement and student achievement. PJHS also had a Facebook page to promote better parent communication.Action Type: Parental Engagement


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

ACTION BUDGET: $

In compliance with Acts 603, 307 & 397, parental involvement at the Pottsville Junior High shall: involve parents and students; be comprehensive and coordinated in nature; shall provide regular, meaningful two-way communication between home and school; promote and support responsible parenting; recognize that parents play an integral role in student learning; welcome parents into the

Carrie Drake, Parent Facilitator

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


school; include parents as full partners in decisions that affect children and families; recognize that community resources strengthen school programs, family practices and student learning; and evaluate programs to involve parents in decisions and practices of the school district. The school will engage in activities determined by the school to help a parent assist in his or her child's learning including providing instruction to parents on how to incorporate developmentally appropriate learning activities in the home environment. Action Type: Parental EngagementTeachers will be instructed in and will develop web pages, including curriculum maps, for parent involvement. Curriculum maps or lesson plans will be posted to the web page.Action Type: Professional Development


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

ACTION BUDGET: $

Information Packets (formerly Family Kits) are provided to parents at the beginning of each year. Action Type: Parental Engagement


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

ACTION BUDGET: $

The school's process for resolving parental concerns is included in the student handbook.

Action Type: Parental Engagement


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

District StaffACTION BUDGET: $

Continue to use the Test and Project Calendar on the school web page to keep parents and students aware of upcoming tests and the due dates for major assignments and projects. The

B. Tucker; Kenneth Bell, Principal; Teachers

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



calendar encourages students and provides parents with necessary information for long range planning so that deadlines and tests are given needed attention.Total Budget: $500

Priority 6: Implement research based high yield instructional strategies to enhance student achievement for All Students and TAGG Students.

Supporting Data: 1. NEEDS ASSESSMENT: Based upon a comprehensive needs assessment that reflects an in-depth analysis of the three most current years of all state mandated assessments, formative assessments, demographic factors, perceptual data, and school programs and processes across 7th though 9th grades for All Students and TAGG Students in literacy, weak trends and/or patterns continue to be evident in the following areas: 7th-literary passage (multiple-choice) and literary(open-response items),inferring, skimming/scanning, comparing/contrasting; 8th-content and practical (multiple-choice) and practical(open-response); vocabulary, distractors, decoding/ comprehension, activating prior knowledge, establishing purpose, credibility of narrator, text features, and higher level cognitive skills – inference (Bloom’s Taxonomy); writing - editing. Most recent data (2013) indicates that content specific vocabulary, functional text, note-taking and writing-multiple choice are areas of concern for both All Students and TAGG students. Contributing factors include: lack of using different kinds of inference strategies (and high yield strategies) across the curriculum, lack of hands-on and kinesthetic activities in the classroom, content vocabulary, and lack of a consistent focus on multiple choice items/test-taking skills. SY 2014-2015: In addition to current strategies for improvement: 7th grade - more integration with other curriculums such as cross-curricular writing, focus on literacy during remediation including multiple choice; teacher selected specific challenge to cover during literacy remediation; and use library for teaching functional text like classifieds. 8th grade - practice and model across curriculum using text features, provide more one to one communication for ALL Students and TAGG Students, target individual students; more focused 8th grade remediation; provide ESL students with hands-on technology to assist them with their reading comprehension; and promote test-taking strategies during Benchmark bootcamp.

2. NEEDS ASSESSMENT: Based upon a comprehensive needs assessment that reflects an in-depth analysis of the three most current years of all state mandated assessments, formative assessments, demographic factors, perceptual data, and school programs and processes across 7th though 9th grades in all populations in math, weak trends and/or patterns are evident in the following areas: 7th-

terminology, measurement (open-response items) and measurement (multiple-choice); function tables, equations, scatter plots, analyzing data, distance & midpt; 8th- geometry (open-response) and geometry (multiple-choice); multi-step problems, applying formulas, LCM of polynomials, PAF; Algebra-solving equations and inequalities and non-linear functions (open-response) and language of Algebra (multiple-choice), GCF, LCM, polynomial factoring, data interpretation, & real world application; Geometry-triangles, coordinate geometry,transformations (open-response) and coordinate geometry and transformations (multiple-choice), multi-step problems, equations, & higher order thinking. 2012 Data Analysis indicates the following: 7th-similarities and interior angles measures, applying formulas, and scientific notation and percentages for All Students and especially TAGG Students. 8th-finding area, distance between 2 points, polynomials, patterns in #'s, probability, and open-response for All Students and especially TAGG Students. EOC Alg-linear functions, open response and language of algebra and multi-step problems for All Students and especially TAGG students. EOC Geometry-Triangles/Open-Response. Contributing factors include: lack of content vocabulary, lack of test-taking skills, lack of application of formulas, lack of instructional alignment, lack of hands-on/real world activities in the classroom and across the curriculum. SY 2013-2014: In addition to current strategies for improvement: 7th grade - more time spent on challenging (better pacing), incorporate geometry and measurement throughout the year, more hands-on real-world situations; 8th grade - focus on algebra, provide quality practice and not quantity, teach test taking strategies of eliminating and underlining, and focus on real world applications and paying attention to detail; Algebra - focus on open-response during "math week", push vocabulary of algebra in all content areas; Geometry - more examples and practice with Triangles and Open-response.


Goal In order to improve student achievement, instruct all students in research based high yield instructional strategies specifically targeting at-risk students.

Benchmark Literacy: According to the 2013 ESEA performance report, All Students met AMOs in both performance and

growth; TAGG Students did not meet AMOs in performance and growth. For the 2013-2014 SY, All Students will meet the AMO of 88.56 in performance and the AMO of 88.79 in growth; TAGG Students will meet the AMO of 84.21 in performance and the AMO of 82.95 in growth. Based upon the 2014 ESEA performance report, All Students and TAGG Students met percent tested; All Students and TAGG Students met AMOs in both performance and growth; In 2014-2015, All Students will meet the performance AMO of 89.93 and growth AMO of 90.03; TAGG Students will meet performance AMO of 85.97 and growth AMO of 84.85. Math: According to the 2013 ESEA report, neither All students nor TAGG students met AMOs in math performance or growth. SY 2013-2014: All Students will meet performance AMO of 85.55 and growth AMO of 79.68; TAGG Students will meet performance AMO of 81.72 and growth AMO of 72.73. Based upon the 2014 ESEA report, both All Students and TAGG Students met percent tested; neither All Students nor TAGG students met AMOs in math performance and growth. SY 2014-2015: All Students will meet performance AMO of 87.15 and growth AMO of 81.93; TAGG Students will meet performance AMO of 83.75 and growth AMO of 75.76.

Intervention: Implementation of CWT technology and methodology in each content area.Scientific Based Research: Marzano, R., Pickering, D., and Pollock, J. Classroom Instruction that Works. (2004). Dean, C., Hubbel, E., Pitler, H., Stone, B. (2012). Classroom Insruction that Works. 2nd Ed. Alexandria, VA: ASCD.


Principal and district staff will be trained in CWT (Classroom Walk Through) and TESS.Action Type: Professional DevelopmentAction Type: Technology Inclusion

Larry Dugger, Superintendent

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

District Staff ACTION BUDGET: $

Principal will conduct classroom walkthroughs, collect data, and establish baseline results.


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

ACTION BUDGET: $

From the CWT/TESS baseline data, the principal will identify four high yield instructional strategies that will have the greatest impact on student learning.


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

ACTION BUDGET: $

High yield effective instructional strategies will Kenneth Bell, Start:

continue to be taught to the staff based upon CWT/TESS data analysis (as needed): generating/testing hypothesis, nonlinguistic representations, setting objectives/feedback, and summarizing/note-taking. Action Type: Professional Development

Principal; Arch Ford Co-op

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

ACTION BUDGET: $

Teachers and principal will analyze data in the Walk Through Cumulative Report and TESS to determine areas of growth and weakness in the implementation process. EVALUATION RESULTS 2014-2015: Based on the analysis of CWT/TESS data, results indicate learning objectives are evident and on target for grade level standards.Action Type: Program Evaluation


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

ACTION BUDGET: $

Adjustments will be made in instruction to support teaching student learning.Action Type: Collaboration

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

ACTION BUDGET: $

Continue to utilize instructional tech lab and classsrooms where teachers use tech resources to improve academic achievement. With the implementation of the 1:1 Iniative, Chromebooks will be purchased and Smartboard accessories (speaker and projector) (replacement of non-working Interwrite Boards and laptop) will be purchased to address students' learning styles and increase student achievement. Action Type: EquityAction Type: Technology Inclusion


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


$27611.62

ACTION BUDGET: $27611.62

Total Budget: $27611.62Intervention: Map and align curriculum to state standards

Scientific Based Research: Association for Supervision and Curriculum Development, Alexandria, VA (2005). Mapping the Big Picture: Integrating Curriculum & Assessment K-12. ASCD: Alexandria, VA


Teachers will use calendar based curriculum mapping and align daily reading curriculum to the State/Common Core Frameworks.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

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

District Staff Teachers ACTION BUDGET: $

Teachers will meet in vertical/horizontal teams to develop curriculum and compare curriculum maps in order to find gaps and/or repetitions in compliance with the Arkansas frameworks/Common Core standards set for each grade level. Professional development will be provided in weak areas. 11-Aug 2014, 13-Aug 2014, and 13-Feb 2015 PD 6 hours (Vertical/Horizontal Teams); Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development


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


Teachers will meet in grade level/vertical teams to evaluate test data, common assessments, and interim assessments to adjust curriculum accordingly--see priorities 1 and 2. Professional development will be provided to teachers in best instructional practices to improve instruction in areas of deficiencies found in student data. Materials and supplies will be purchased to enhance student learning and/or to conduct training activities.(Subs will be provided for

Kenneth Bell, Principal; Grade Level Chairs

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

Outside Consultants

Teachers

PD (State-223) - Purchased Services:

$4500.00

PD (State-223) - Employee Benefits:

$3800.00

PD (State-223) -

$3500.00

teacher release time.) 8-Aug 2014 PD: 2 hrs (Data Analysis); 11-Aug 2014 PD: 1 hr (Horizontal Teams); 13-Aug 2014 PD: 2 hrs (Vertical Teams); 13-Feb 2015 PD: 3 hrs (Vertical Teams); 13-Feb 2015 PD: 2 hrs (ACSIP-Peer Review/Program Eval); Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development

Employee Salaries:


At the beginning of school, teachers and principal will meet to perform data analysis of augmented benchmark and SAT 10 results. Activities will include: trend analysis, curriculum alignment, and development of instructional strategies to meet needs in identified weak areas. Before school starts, during and at the end of the school year, teachers will be given professional development time for independent and grade level instruction/curriculum development and planning. 2013-2014 Professional Development: 8-Aug PD: 2 hrs (Data Analysis); 8-Aug PD: 3 hrs (Curriculum/Inst); 8-Aug PD: 1 hr (District Vision); 11-Aug PD: 2 hrs (Building Vision; Code of Ethics; Anti-Bullying/Policies); 11-Aug PD: 3 hrs (Curriculum/Inst); 11-Aug PD: 1 hr (Horizontal Teams); 12-Aug PD: 2 hrs (TESS/PGP/BloomBoard); 12-Aug PD: 2 hrs (Dyslexia Training); 12-Aug PD: 2 hrs (eSchool); 13-Aug PD: 2 hrs (Parental Involvement with Thomas Pennington/ATU); 13-Aug PD: 2 hrs (Vertical Teams); 13-Aug PD: 2 hrs (ACSIP-overcoming Parent Barriers); 14-Aug PD: 3 hrs (Instructional Strategies-Diversity/SWD/Autism-

Kenneth Bell, Principal; Tara Thompson, Federal Programs;

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

ACTION BUDGET: $

Jackie Roberts/Arch Ford) 14-Aug PD: 3 hrs(SchoolinSites); 15-Aug PD: 6 hrs (Curriculum/Inst); 24-Oct PD: 6 hrs (Tech Expo); 13-Feb PD: 2 hrs (ACSIP Peer Review/Program Eval); 13-Feb PD: 3 hrs (Vertical Teams); 13-Feb PD: 2 hrs (Curriculum Maps); 26-May PD: 6 hrs (Curriculum/Inst); 27-May PD: 6 hrs (Flex Day/Curr/Inst); Total = 60 hoursAction Type: CollaborationAction Type: Professional DevelopmentTeachers will post standards in their classrooms to indicate compliance with state requirements and for reference in daily instruction.Action Type: Alignment


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


Teachers will use calendar based curriculum mapping to report high yield strategies and/or writing strategies that will enhance student achievement. Both strategies will be bolded on the curriculum maps. Strategies will also be evaluated in class room walk throughs/TESS and reported in the Walk Through Cumulative/TESS Report. EVALUATION RESULTS: 2013-2014 CWT/TESS results indicated nonlinguistic representations, cooperative learning and generating or testing hypotheses as weak areas.Action Type: CollaborationAction Type: Program Evaluation


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

ACTION BUDGET: $

Total Budget: $11800

Planning TeamClassification Name Position Committee

Kim Austin Classroom Aide WellnessLaDonna Butts Classroom Aide LiteracyMandy Johnson Parent / PTO President Parent InvolvementStephanie Daniel Classroom Aide Math

Classroom Teacher Andy Cioppa 7th/8th Grade Resource Team Member WellnessClassroom Teacher Andy Lindemann 8th Grade Science Evidence Collector: Parent InvolvementClassroom Teacher Angelia Cox 9th Grade Resource Team Member: LiteracyClassroom Teacher Beth Fields 7th Grade English Literacy, ChairClassroom Teacher Bryan Rust Athletics Wellness Team MemberClassroom Teacher Carmen Flurry 7th Grade English/Speech Team Member LiteracyClassroom Teacher Carrie Drake JR High Art Parent Involvement Chair

Classroom Teacher Charley Wooten Vocational Technology Teacher Character Education - Awards

Classroom Teacher Chris Kamberling Band Character Education - AwardsClassroom Teacher Donna Stobaugh Librarian Chair Awards:Character EducationClassroom Teacher Emily Roach 7th Science Math

Classroom Teacher Garrett Hill 7th Grade Study Skills/Athletics Awards; Character Education

Classroom Teacher Greg Jones Athletics Wellness ChairClassroom Teacher Jenece Clark 7th Grade Math Team MemberClassroom Teacher Jennifer Deramus ACSIP Chair LiteracyClassroom Teacher Jennifer Hull 8th Grade English Chair Data Archival; LiteracyClassroom Teacher Kristen Ham 8th Grade Reading LiteracyClassroom Teacher Linda Shott 9th Grade Science Team Member MathClassroom Teacher Rebecca Ayers 9th Grade Math Math ChairClassroom Teacher Ryan Staggs East Lab/Athletics Team Member: AwardsClassroom Teacher Samantha Prince Vocational Technology Parent Involvement

TeacherClassroom Teacher Sharel Diaz 9th English LiteracyClassroom Teacher Shaun Bailey Civics / Economics Teacher Character Education AwardsClassroom Teacher Stephanie Guyse Self-Contained Team Member Parent Involvement; Literacy

Classroom Teacher Susan Hull 7th/8th Grade Business Education Team Member Parent Involvement

Classroom Teacher Teddy Qualls 8th Grade Math Math Team Member

Classroom Teacher Tina Taylor 8th Grade Social Studies Evidence Collector: Awards/Character Education

Classroom Teacher Wes McCrotty Teacher - Social Studies/EAST LiteracyDistrict-Level Professional Tara Thompson Federal Programs Coordinator AllNon-Classroom Professional Staff Billie Tucker Office Assistant Parent Involvement

Non-Classroom Professional Staff Cathy Heflin Nurse Team Member: Wellness

Non-Classroom Professional Staff Julie Stroud Counselor Character Education - Awards

Non-Classroom Professional Staff Leslie Shafer Nurse Team Member: Wellness

Non-Classroom Professional Staff Melissa Cox Instructional Facilitator Literacy and Math

Non-Classroom Professional Staff Sandy Alexander Administrative Assistant

Principal Data Archives/Parent Involvement

Parent Brandi McCoy Parent Parent InvolvementParent Cassandra Brewer Parent / Volunteer Parent InvolvementParent Ivy Hudson Parent Parent InvolvementParent Scott Jones Parent Parent InvolvementPrincipal Mr. Kenneth Bell Principal All

Principal Mr. Shane Thurman Assistant Principal All

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