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Action Report

GREENBRIER SCHOOL DISTRICT 4 School Drive, Greenbrier, AR 72058

Action Report

For: Parental Engagement.

Generated on December 1, 2011

GREENBRIER EASTSIDE ELEMENTARY Action Type: Parental Engagement Priority 1: Improve literacy skills Goal: All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include: reading comprehension and variety of texts, and conventions of writing in literary, practical, and content passage types as well as content, style, and multiple choice writing domains for all sub-populations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include: reading comprehension and variety of texts, and conventions of writing in practical and content passage types as well as content, style, and multiple choice writing domains for all sub-populations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include: reading comprehension and variety of texts, and conventions of writing in literary content passage type for all sub-populations. GREENBRIER HIGH SCHOOL Action Type: Parental Engagement Priority 1: LITERACY Goal: All 11th grade students will exhibit proficiency on the 2011-2012 11th Grade Literacy Benchmark Exam. Students will improve skills in higher level thinking skills with a focus on analysis, vocabulary, application, and compare and contrast. Priority 2: MATH Goal: All high school math students will exhibit proficiency on the 2011-2012 Geometry End of Course exam. Students will improve skills in writing equations/coordinate geometry, segments of triangles, and working with right triangles. Priority 3: WELLNESS Goal: Greenbrier High School will provide support for students in making healthy life-style choices by implementing systems to aid in decreasing the average BMI on routine annual screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices. GREENBRIER JUNIOR HIGH SCHOOL Action Type: Parental Engagement Priority 1: Math Goal: All 8th grade students will exhibit profiency on the 2011-2012 Augmented Benchmark Exam in Algebra multiple choice and Geometry and Measurement open response for the combined, IEP and Economically Disadvantaged Populations. All 9th grade students will exhibit profiency on the 2011-2012 End of Course Algebra Exam in responding to open responses particularly in language of algebra and non-linear functions for the Combined, IEP, and

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Economically Disadvantaged Populations. Priority 2: Literacy Goal: All 8th grade students will exhibit profiency on the 2011-2012 Augmented Benchmark Exam in open response in the content strand and the writing domains of content and style. This is the goal for the Combined and Economically Disadvantaged and Students with Disabilities Populations. GREENBRIER MIDDLE SCHOOL Action Type: Parental Engagement Priority 1: Literacy Goal: All 6th grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response questions on content passages, writing multiple choice, and content and style domains in writing for Combined, Economically Disadvantaged, and IEP students. All 7th grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response questions on the literary reading passage, mulitple choice writing, and the content and style domains in writing for Combined, Economically Disadvantaged, and IEP students. Priority 2: Mathematics Goal: All 6th grade students will exhibit proficiency on the 2010-2011 Augmented Benchmark Exam in responding to open response and multiple choice questions on the Measurement and Data Analysis and Probability strands for the Combined, Economically Disadvantaged and IEP populations. All 7th grade students will exhibit proficiency on the 2010-2011 Augmented Benchmark Exam in responding to open response and multiple choice in Data Analysis and Probability and Geometry for the Combined, Economically Disadvantaged, and IEP populations. Priority 3: Wellness Goal: Greenbrier Middle School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices. GREENBRIER SCHOOL DISTRICT Action Type: Parental Engagement Priority 1: Student Achievement Goal: The district will provide administrative support and strategies to close the achievement gap regarding our combined and sub-populations for math and literacy. GREENBRIER WESTSIDE ELEMENTARY Action Type: Parental Engagement Priority 1: To improve Literacy Skills Goal: All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items in literary and practical passages as well as to improve in the content, style, and multiple choice writing domains for all subpopulations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items in content and literary passages as well as to improve in the content, style, and multiple choice writing domains for all subpopulations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items in content passages as well as to improve in the content, style, and multiple choice writing domains for all subpopulations. Priority 2: To improve Math Skills Goal: All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items particularly in the numbers and operations, algebra, geometry and data analysis and probability strands for all subpopulations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items particularly in the numbers and operations, algebra, geometry and data analysis and probability strands for all subpopulations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response and multiple choice items particularly in data analysis and probability, geometry and measurement for all subpopulations. WOOSTER ELEMENTARY

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Action Type: Parental Engagement Priority 1: To Improve Literacy Skills Goal: All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include open response items in practical reading passages, content and style writing domains, and writing multiple choice for all subpopulations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include practical and content reading multiple choice, open response in content reading, content and style writing domains, and writing multiple choice across all subpopulations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include literary open response, content and style writing domains, and writing multiple choice across all subpopulations. Priority 2: To improve Math Skills Goal: All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include responding to math open response items particularly in the data analysis, geometry, and algebra strands. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include responding to open response items in measurement and data analysis and probability strands. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include responding to open response items in geometry and measurement.

GREENBRIER EASTSIDE ELEMENTARY

Action Report


Action Type: Parental Engagement

Priority 1: All students will improve literacy skills across the curriculum.

Supporting Data:

COMBINED POPULATION AUGMENTED CRT BENCHMARK EXAM Third grade combined population scores indicate 86% were proficient or advanced in literacy. An in-depth analysis of criterion referenced test scores reflects all sub-populations; ie, free and reduced and special education students, in the area of reading comprehension, critical analysis and strategies, and open response continue to be a weak trend. Fourth grade combined population scores indicate 94% were proficient or advanced in literacy. An in-depth analysis of criterion referenced test scores reflects all sub-populations; ie, free and reduced and special education students, in the area of reading comprehension, vocabulary, and open response continue to be a weak trend. ELL and ethnicity are not reported because of confidentiality. Fifth grade combined population scores indicate 86% were proficient or advanced in literacy. Needs assessment shows an in-depth analysis of criterion referenced test scores reflecting all sub-populations; ie, free and reduced and special education students, in the area of reading comprehension in content area reading, and open response continue to be a weak trend.

1.

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Root Cause: Weak areas in third through fifth grades include limited use of high yield strategies and technology inclusion. Overall, the racial diversity is less than 1% and the use of co-teaching has contributed to increased student achievement. Job embedded professional development has provided opportunities for better instruction using high yield strategies. COMBINED POPULATION AUGMENTED NRT BENCHMARK EXAM Based on needs assessment that reflects an in-depth analysis of norm referenced Kindergarten ITBS scores across all combined sub-populations, the areas of vocabulary, phoneme/grapheme relationships and word reading continue to be areas of weakness. Based on a needs assessment that reflects an in-depth analysis of normed referenced First grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas. Based on a needs assessment that reflects an in-depth analysis of normed referenced Second grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas. Based on a needs assessment that reflects an in-depth analysis of normed referenced Third grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas. Based on a needs assessment that reflects an in-depth analysis of normed referenced Fourth grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas. Based on a needs assessment that reflects an in-depth analysis of normed referenced Fifth grade ITBS test scores in the areas of reading, comprehension, spelling, and vocabulary continue to be weak areas. Root Cause: Weak areas in kindergarten through fifth grades include limited use of high yield strategies and technology inclusion. Overall, ELL and racial diversity is less than 1%. Job embedded professional development has provided opportunities for better instruction using high yield strategies.

2.

ATTENDANCE: The attendance goal was met. 3.

Goal

All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include: reading comprehension and variety of texts, and conventions of writing in literary, practical, and content passage types as well as content, style, and multiple choice writing domains for all sub-populations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include: reading comprehension and variety of texts, and conventions of writing in practical and content passage types as well as content, style, and multiple choice writing domains for all sub-populations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include: reading comprehension and variety of texts, and conventions of writing in literary content passage type for all sub-populations.

BenchmarkEastside Elementary exceeded AYP of 78.4% for the 2010-2011 school year. For 2011-2012 we will meet or exceed AYP of 85.6%. Combined and all appropriate sub-populations will also meet growth model expectations for the 2011-2012 school year.

Intervention: Parental Engagement.

Scientific Based Research: "A Framework for Understanding Poverty." Payne, R. (1998). Act 603 of 2003. Allington, Richard, Patricia Cunningham. "Schools that Work". Second Edition. Pearson Education. Boston 2002. "Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn," DuFour, R. (2004).

ActionsPerson Responsible

Timeline Resources Source of Funds

A School-Parent Compact was developed jointly with parents to provide information regarding their child's school. A signed and returned School-Parent

Courtney Williams,

Start: 07/01/2011 Administrative

Staff •

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Compact form serves as evidence. (Actions 2:A-F) Action Type: Parental Engagement

Sonya Alvey, Linda Riley

End: 06/30/2012

Teachers • ACTION BUDGET:

$

An annual meeting will be held to inform parents of their right to be involved in the planning, review, and improvement of parental programs. Action Type: Parental Engagement

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

District Staff •ACTION BUDGET:

$

2.D: Parental Involvement Policy will be evaluated to assess coordination and integration of parent involvement programs and activities. Materials and supplies will be available to assist parental activities. Action Type: Parental Engagement

Courtney Williams, Sonya Alvey, Linda Riley

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

Administrative Staff

•Title I - Materials & Supplies:

$500.00

ACTION BUDGET:

$500

1.J: Parents will be given the opportunity to receive daily e-mail announcements giving them information concerning school events and opportunities to become involved in the education of their children. Action Type: Parental Engagement


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


•ACTION BUDGET:

$

2.C: School pride and importance of effective communication, value and utility of contributions of parents will be encouraged through awareness and participation in Greenbrier Schools' alumni association activities, i.e., booster club, spirit day activities, and community leader visits. Information is shared through daily newsletters. Action Type: Parental Engagement


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

Community Leaders

•

Teachers •

ACTION BUDGET:

$

1.G: Courtney Williams, a certified faculty member, will serve as a parent facilitator and help organize training to ensure compliance with the Parent Involvement Act 307 of 2007 and ACT 397 of 2009. All components have been implemented, (Actions 1.A-J) Action Type: Parental Engagement


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

Community Leaders

•

Teachers •

ACTION BUDGET:

$

2.B: A Parent Center consisting of student and parent reading materials, take-home games, and magazines with information on parent-tips to improve academic achievement and student learning styles will be maintained in the lobby area. Action Type: Parental Engagement

Sonya Alvey, Linda Riley, Courtney Williams

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

Teachers •Teaching Aids • ACTION

BUDGET:$

1.H: Parent/teacher conferences will be held in the fall and spring to discuss students' progress and address concerns of parents/teachers. Action Type: Parental Engagement

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


•

Teachers •

ACTION BUDGET:

$

1.A: The school will prepare informational packets appropriate for the age and grade of each child to encourage communication with parents. These packets will outline the parental involvement plan, recommended roles of parent/teacher/student/school; ways for parent to become involved in the school, activities planned for parental involvement, and a communication outline


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

District Staff •Teachers •Teaching Aids •

ACTION BUDGET:

$

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to promote exchange of information between parents/teacher/ principal. Action Type: Parental Engagement

1.C: A volunteer resource book will be available to staff members as a means of coordinating community and parent resources with school activities. These volunteers will provide additional human resources and stakeholder ownership. Action Type: Parental Engagement


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

Community Leaders

•

Teachers •

ACTION BUDGET:

$

1.B: Through "Parent Involvement Meetings," opportunities will be provided for parents to become active participants in the education of their children and to discuss the intent of the school-wide program. Parents will be given a report on the state of the school and what they may expect in their children's education. They will also be provided a description and explanation of the curriculum used, types of assessments, and proficiency levels. To promote active participation among parents and community the following events will be hosted: A community literacy night will be hosted at Panther Stadium, support Project-Fill-A-Bookcase, family movie night, grandparents’ day, Christmas open house, mother/son game night, father/daughter dance, math/science night, conferences, parent orientation, can carnival day, recycling, etc. Action Type: Parental Engagement


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

Teachers •Teaching Aids • ACTION

BUDGET:$

1.I: Parents and teachers will incorporate activities beyond the regular classroom setting that will allow children opportunities to apply learned literacy skills in real-world situations. These activities will be designed to engage parents in their children's education and to promote responsible parenting i.e., Dr. Seuss Day, kindergarten community workers week, freedom week, drug free activities. Action Type: Parental Engagement


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

Community Leaders

•

Teachers •

ACTION BUDGET:

$

1.D: A process for resolving parental concerns is outlined in the school handbook. Action Type: Parental Engagement


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


•ACTION BUDGET:

$

2.A Staff members will provide assistance to parents in understanding content how to monitor a child's progress; standards, academic assessments. Evaluation data will include, but is not limited, to the following: sign-in sheets from Parent Nights, Parent-Teacher conferences, volunteer logs, and distribution lists of parent e-mail recipients. During the 2010-2011 academic year 60% of parents participated in scheduled activities. Action Type: Parental Engagement Action Type: Program Evaluation

Sonya Alvey and Courtney Williams

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


•

Teachers •

ACTION BUDGET:

$

2.F: Staff will provide other reasonable support for parental involvement activities as parents may request. (PTO meetings, PTO board consisting of teachers and parents, and parent nights, etc.) Action Type: Parental Engagement

Courtney Williams, Sonya Alvey

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


•ACTION BUDGET:

$

1.F: PTO will hold monthly meetings to provide opportunities for parents and staff to discuss and plan school activities for the 2011-2012 school year. Action Type: Parental Engagement

Courtney Williams, Sonya Alvey

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


$

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2.E: Ensure that information related to school and parent programs is sent to parents, including disabled students, in a practical, understandable format, i.e.: EdLine, weekly newsletters, communication folders, and district and school websites. Action Type: Parental Engagement


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


•ACTION BUDGET:

$

Building leadership will review policies and procedures that may present barriers to all students' achievement. Action Type: Parental Engagement


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


•ACTION BUDGET:

$

Eastside Elementary's Parent Involvement Plan will be posted on Eastside's school website. The Parent Involvement Plan will be evaluated annually and revised as needed. Action Type: Collaboration Action Type: Parental Engagement


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


•ACTION BUDGET:

$

Eastside Elementary will conduct a stand alone Title I Meeting will be conducted annually in order to inform parents about their rights and benefits. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide


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


•ACTION BUDGET:

$

Eastside Elementary will provide the parents of students. including disabled parents, receiving Title I services information about (a) Parents Right to Know (b) Annual Report Card (c) Individual Student Assessment Reports (d) Progress Review (e) Written State Complaint Procedures (f) Parental Communications (g) Disabled Parents access to school information. This information will help to ensure meaningful parental participation within the program. Action Type: Parental Engagement Action Type: Title I Schoolwide


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


•ACTION BUDGET:

$

Total Budget: $500

GREENBRIER HIGH SCHOOL

Action Report




Supporting Data:

Based on a needs assessment that reflects an in-depth three-year trend analysis of the Eleventh grade End of Course (EOC) Literacy exam from the past three years across all sub-populations, reading comprehension continues to be a weak trend. Root causes include a lack of varied vocabulary and a need for increased use of high yield instructional strategies with a focus on analysis, application, and compare and contrast. Greenbrier High School's AYP status is WSI-A-2, Whole School Improvement Achieving Standards Year 2, which means Greenbrier High School did not make AYP or meet Safe Harbor during the 2009-2010 school year for our combined population nor our economically disadvantaged subpopulation. Then, during the 2010-2011 school year, Greenbrier High School met Safe Harbor in our combined

1.

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population and all subpopulations. Scores for the economically disadvantaged sub-population increased from 47.1% to 57% therefore assuring Safe Harbor for the 2010-2011 school year. Scores for the combined population increased from 65.9% in 2009-2010 to 75.6% in 2010-2011. GHS teachers will ensure students grow and reach our Average Yearly Progress benchmark by enhancing strategies including technology inclusion, co-teaching, and utilization of resources for poverty students. ADVANCED PLACEMENT SCORES: The number of students scoring a three or better, which may earn them college credit, has increased consistently each year going from 19 in 2002 to 164 in 2011. The number of Advanced Placement Exams administered to students has increased from 37 in 2002 to 530 in 2011. The number of Advanced Placement Exams administered in 2009 was 325. In 2009, the number of students scoring a three or better increased to 104. The number of Advanced Placement Exams administered in 2010 was 429. In 2010, the number of students scoring a three or better was 139. The number of Advanced Placement Exams administered in 2011 was 530. In 2011, the number of students scoring a three or better increased to 164.

2.

GRADUATION RATE: In 2011, the estimated Graduation rate met or exceeded the requirement(73.9%). In 2010, the graduation rate met or exceeded the requirement. In 2009, the estimated Graduation rate met or exceeded the requirement.

3.

GoalAll 11th grade students will exhibit proficiency on the 2011-2012 11th Grade Literacy Benchmark Exam. Students will improve skills in higher level thinking skills with a focus on analysis, vocabulary, application, and compare and contrast.

Benchmark

In 2008-2009, the combined population (66.3%) met the Annual Expected Performance Level of 59.69% while the Economically Disadvantaged sub-population did not (56.1%). In 2009-2010, the combined population (65.9%) did not meet the Annual Expected Performance Level of 67.75% nor did the Economically Disadvantaged sub-population (47.1%). In 2011-2012, the combined population (75.6%) did not meet the Annual Expected Performance Level of 75.81% nor did the Economically Disadvantaged sub-population(56.9%). Greenbrier High School is in Whole School Improvement Achieving Year Two(WSI-A-2). Scores for the economically disadvantaged sub-population increased from 47.1% to 57% therefore making Safe Harbor for the 2010-2011 school year. Scores for the combined population increased from 65.9 % in 2009-2010 to 75.6% in 2010-2011. The Combined Population and the Economically Disadvantaged sub-population will meet or exceed the Average Yearly Progess benchmark of 83.88% in the 2011-2012 school year. The ELL, Ethnicity, and Students with Disabilities are less than the required number and are not reported for confidentiality purposes.

Intervention: Literacy Instructional Strategies and Best Practices

Scientific Based Research: Connely, G. (2007). Leading learning communities: standards for what principals know and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College Press. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press. Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association.

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Timeline ResourcesSource of Funds

10.A.5. 10.B.5. Parents will receive WRITTEN NOTICE in multiple languages by mail of the School's AYP status, Whole School Improvement Achieving Year 2 (WSI-A-2). This AYP status will be explained during the annual Report to the Public. To meet the requirement of Public School Choice and Supplemental Educational Services (SES), the high school will offer PUBLIC SCHOOL CHOICE and SES within and after school. Action Type: Parental Engagement

Susan Jackson

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


•ACTION BUDGET:

$

10.A.6. 10.B.6. Additional parent meetings will be scheduled and parents will be invited to the district's ANNUAL REPORT TO THE PUBIC in order to encourage increased parental involvement. The high school faculty will strongly encourage all students and parents to obtain an EdLine account. The accounts will keep students and parents involved in weekly lesson plans and updated grades. High School administration will monitor Edline accounts to ensure teachers have updated lesson plans with frameworks, activities, high yield instuctional strategies, assessments, and updated grades every week. In addition, quarterly progress reports will be reported to the superintendent, who will report to the school board. This action will be monitored for a two year period. Action Type: Parental Engagement Action Type: Technology Inclusion

Susan Jackson & Christie Burns

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


•

Central Office •

ACTION BUDGET:

$

10.A.6. 10.B.6. Specific strategies that will be used to promote parental involvement can be found under the Intervention for Increased Parental Involvement. Action Type: Parental Engagement

Susan Jackson

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


•

District Staff •Teachers •

ACTION BUDGET:

$

Total Budget: $0

Intervention: Increase Parental Involvement

Scientific Based Research: NES, "Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn," DuFour, 2004. NES, "Professional Learning Communities at Work," DuFour, R., and Eaker, R., 1998. "The Six Secrets of Change," Fullan, M., 2008. Instructional Strategies That Engage the Brain," Tate, M., 2003. NAESP, "Leading Learning Communities," Conelly, G., 2008. "A Framework for Understanding Poverty," Payne, R., 2005.



Greenbrier High School will comply with the Parental Engagement requirements as outlined in ACT 307 of 2007. The Parental Involvement Plan will include all required activities, understanding the importance of effective communication and contributions of our parents. Action Type: Parental Engagement

Susan Harmon

Start: 07/02/2011 End: 06/30/2012

Computers •District Staff •Teachers •

ACTION BUDGET:

$

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In order to encourage communication with parents, our school will prepare an Informational Packet to be distributed annually to the parents of each child in the school. These packets will describe: the school's parental involvement program; the recommended role of the parent, student, teacher and school; ways for parents to become involved in the school and their child's education; a survey for the parent regarding their interests concerning volunteering at the school; a volunteer book; a schedule of activities planned throughout the school year to encourage parental involvement; and procedures to allow the parents and teachers to communicate in a regular, two-way, and meaningful manner with the child's teacher and principal. E.1.A E.1.C. Action Type: Parental Engagement

Christie Burns

Start: 07/03/2011 End: 06/30/2012

District Staff •Teachers • ACTION

BUDGET:$

To help our parents in assisting their children our school will schedule regular Parental Involvement meetings at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students are assessed. C. What parents should expect for their child's education. D. How a parent can assist and make a difference in their child's education. (Report to the Public, Parent Orientation, CAP conferences, Advanced Placement Parent Night, Parent Teacher Conferences, etc.) E.1.B. Action Type: Parental Engagement


Start: 07/04/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET:

$

In order to encourage parents to participate as a full partner in the decisions that affect their child and family, our school will include in our school's student handbook the school's process for resolving parental concerns, including how to define a problem, who to approach first, and how to develop solutions. E.1.D. Action Type: Parental Engagement

Susan Jackson

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


•

Teachers •

ACTION BUDGET:

$

GHS will hold seminars to inform the parents of high school students about how to be involved in decisions affecting course selection, career planning, and preparation for postsecondary opportunities. A Career Action Planning (CAP) conference is scheduled each year for parents, teachers, and students to collaborate in the decision-making process. E.1.E. Action Type: Parental Engagement

Christie Burns & Kim Hebel

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


•

Teachers •

ACTION BUDGET:

$

One certified staff member will serve as a parental facilitator and will receive supplemental pay for the assigned duties as required by law. E.1.G. Action Type: Parental Engagement

Susan Harmon

Start: 07/09/2011 End: 06/30/2012


•ACTION BUDGET:

$

The faculty will engage in other activities to help parents assist in his or her child's learning and improve communication between parents and teachers through seminars, EdLine teacher websites, The Greenbrier High School webpage, newsletters, parent/teacher conferences, and Career Action Planning conferences. Action Type: Parental Engagement


Start: 07/12/2011 End: 06/30/2012


•

Computers •Teachers •

ACTION BUDGET:

$

Greenbrier High School will host no less than two Parent/Teacher Conferences to provide improved communication for parents regarding student performance, career planning, and schedule planning.



Staff •

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E.1.H. Action Type: Parental Engagement

End: 06/30/2012

District Staff •Outside Consultants

•

Teachers •

ACTION BUDGET:

$

In order to take advantage of community resources our school will continue to enable and support our Parent Teacher Organization which fosters parental and community involvement within the school. Monthly PTO meetings will be scheduled. E.1.F. Action Type: Parental Engagement

Susan Jackson

Start: 07/08/2011 End: 06/30/2012


•

Community Leaders

•

Teachers •

ACTION BUDGET:

$

Instructional opportunities will be available to parents about how to incorportate appropriate learning activities in the home environment. This will ensure academic success, promote responsible parenting, and help parents assist in his or her child's learning. E.1.I. E.1.J. Action Type: Parental Engagement

Christie Burns & Debbie Hogan

Start: 07/10/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET:

$

Policies,procedures, and practices will be reviewed to ensure that there are no barriers present which would inhibit student achievement. Action Type: Parental Engagement

Christie Burns & Tommy Reed

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


•

Teachers •

ACTION BUDGET:

$

PROGRAM EVALUATION: Parents are welcomed to our school and provided opportunities for service through volunteer programs. Volunteer sign-in sheets and volunteer lists are maintained throughout the school year. There was a 10% increase in the number of parent visitors and volunteers in 2010-2011. Providing opportunities for parental involvement in students' education will continue to be a focus for the 2011-2012 school year. Action Type: Parental Engagement Action Type: Program Evaluation

Susan Harmon and Debbie Hogan

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

Computers •ACTION BUDGET:

$

Greenbrier High School will hold End of Course (EOC) nights and provide other assistance to parents in understanding how to monitor a child's progress, standards, and academic assessments. E.2.A. Action Type: Parental Engagement


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

Teachers •ACTION BUDGET:

$

Greenbrier High School will provide materials and training to help parents work with their children to improve academic achievement. E.2.B. Action Type: Parental Engagement


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


$

GHS will ensure that information related to school and parent programs is sent to the extent practical in a language parents can understand. E.2.E. Action Type: Equity Action Type: Parental Engagement

Christie Burns

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


$

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Greenbrier High School will coordinate and integrate parent involvement programs, activities, and provide other reasonable support for parental involvement activities as parents may request. E.2.D. E.2.F. Action Type: Parental Engagement


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


$

Teachers, principals, and other staff will be educated in the importance of effective communication, value, and utility of contributions of parents. E.2.C Action Type: Parental Engagement

Susan Harmon

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

District Staff •Teachers • ACTION

BUDGET:$

Total Budget: $0

Priority 2: All students will improve math skills across the curriculum.

Supporting Data:

Based on needs assessment that reflects an in-depth three-year trend analysis of the Geometry End of Course (EOC)exam from the past three years across all sub-populations, the ability to write equations/ coordinate geometry, segments of triangles, and working with right triangles will be targeted. Root causes include lack of content vocabulary knowledge, need of stronger skills in identification of appropriate formulas, ability to write equations, test taking skills, and need for expanded use of high yield instructional strategies.

1.

ACT DATA: The district average ACT Math subtest score for 2010-2011 was 20.6 which was above the state average of 19.7. The district average ACT Math subtest score for 2009-2010 was 20.9 which was above the state average of 19.9 The district average ACT Math subtest score for 2008-2009 was 20.8 which was above the state average of 20.1

2.

GRADUATION RATE: In 2011, the graduation rate met or exceeded the requirement(73.9%). In 2010, the estimated Graduation rate met or exceeded the requirement. In 2009, the estimated Graduation rate met or exceeded the requirement.

3.

GoalAll high school math students will exhibit proficiency on the 2011-2012 Geometry End of Course exam. Students will improve skills in writing equations/coordinate geometry, segments of triangles, and working with right triangles.

Benchmark

In 2008-2009, the combined population (76.4%) and the Economically Disadvantaged sub-group (68.9%) exceeded the state's AYP of 55.75%. In 2009-2010, the combined population (83.3%) and the Economically Disadvantaged sub-group (79.4%) exceeded the state's AYP of 64.6%. In 2010-2011, the combined population (89%) and the Economically Disadvantaged sub-group (78%) exceeded the state's AYP of 73.45%. In 2010-2011, Greenbrier High School math students exceeded a growth target of 4.0%. In 2011-2012, Greenbrier High School math students will meet or exceed a growth target of 2.0%. ELL, Ethnicity and Students with Disabilities needs are addressed at the school level but are not reported here due to small number of students and issues of confidentiality.

Intervention: Math Instructional Strategies and Best Practices

Scientific Based Research: Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten, Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD. Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. ,br> National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC:

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International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press. Rose-Piver, V. (1995). Math & Writing: Making the connection. Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon. Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades 5-8. Boston, MA: Allyn & Bacon.

Actions Person Responsible Timeline Resources Source of Funds

10.A.6. Specific strategies to promote parental involvement are outlined in the parental involvement intervention. Action Type: Parental Engagement


Start: 07/01/2011 End: 06/30/2012 District Staff •

ACTION BUDGET:

$

Total Budget: $0

Priority 3: All students will have an increased awareness of the nutritional and physical guidelines needed for a healthy lifestyle.

Supporting Data:

BODY MASS INDEX (BMI) DATA: For 2010-2011, of Greenbrier High School students screened, 65.9% of 10th grade males were healthy or underweight. For 2010-2011, 53.8% of 10th grade females were healthy or underweight. For 2009-2010, of Greenbrier High School students screened, 56.5% of 10th grade males were healthy or underweight. For 2009-2010, 75% of 10th grade females were healthy or underweight. For 2008-2009, of Greenbrier High School students screened, 59% of 10th male students were healthy or underweight (data for females was N/A).

1.

Greenbrier School District's School Health Index for the 2010-2011 school year was 74%. The 2010-2011 school health profile indicates the Schoool Health and Safety Policies and Environment (Module 1) score was 87% for Greenbrier High School. The Health Education (Module 2) score was 94%. The Physical Education and other Physical Activity Programs (Module 3) score for grades 10 - 12 was 100%. The Nutrition Services (Module 4) score was 79%. The Health Service score (Module 5) was 80%. The Counseling, Psychology, and Social Services(Module 6) score was 90%. The Health Promotion for Staff (Module 7) score was 33%. The Family and Community Involvement (Module 8) score was 72%.

2.

The 2010-2011 Cycle 2 Report showed that 31% of Greenbrier High School students received free or reduced lunches while 46% of Greenbrier School District students received free or reduced lunches. The 2009 - 2010 Cycle 2 Report showed that 34% of Greenbrier High School students received free or reduced lunches. The 2008 - 2009 Cycle 2 Report showed that 31% of Greenbrier High School students received free or reduced lunches. .

3.

. 4.

Goal

Greenbrier High School will provide support for students in making healthy life-style choices by implementing systems to aid in decreasing the average BMI on routine annual screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.

BenchmarkBy 2011 - 2012 school year, there will be a decrease of the average Body Mass Index for students as evaluated by the annual BMI screening.

Intervention: Greenbrier High School will implement 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.

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Scientific Based Research: Guidelines for School Health Programs to Promote Lifelong Healthy Eating, June 14, 1996/Vol. 45/No. RR-9; Guidelines for School Health Programs to Promote Lifelong Physical Activity, March 7, 1997/ Vol. 46/No. RR-6.



Greenbrier High School will involve parents in physical activity and nutrition education through homework, national school lunch program menus, parent-teacher organization meetings, presentations, and professional development activities. Professional development will focus on physical activity and nutrition education, and health risk indicators that compromise students ability to perform academically, etc. (ie. monthly Panther Pyramid newsletter, Edline, e-mail, school web-site, school marquee) Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Wellness

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


•

Community Leaders

•


ACTION BUDGET:

$

Greenbrier High School will promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games. A Physical Activity program will be developed in order to teach students how to develop a personal model for physical fitness. Action Type: Parental Engagement Action Type: Wellness

Randy Tribble & Cindy Hartman

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


•

Teachers •

ACTION BUDGET:

$

Greenbrier High School will encourage the development and participation in family oriented, community-based physical activity programs. Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness

Leslie Phillips & Cindy Hartman

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


•

Community Leaders

•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

GREENBRIER JUNIOR HIGH SCHOOL

Action Report



Priority 1: All students will improve Math skills across the curriculum.

Supporting Data:

8th grade Benchmark: Based on a comprehensive needs assessment that reflects an in-depth trend and root cause analysis of multiple data sources, we found that our areas of need in all sub-populations to be open response, particularly in the areas of Geometry and Measurement. The area of Algebra multiple choice has also been determined to be an area of need. This conclusion has been obtained by studying CRT (Criterion Referenced Test), NRT (Norm Referenced Test), and intermittent assessments. Based on a comprehensive needs assessment that reflects an in-depth trend and root cause analysis of multiple data sources, we found that additional areas of need in our students with disabilities population to be open response in all areas. In addition, multiple choice in the areas of Algebra and

1.

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Measurement continues to be an area of need. This conclusion has been obtained by studying the CRT (Criterion Referenced Test), NRT (Norm Referenced Test), and intermittent assessments. There are less than 1% of ELL and Ethnicity sub-populations and are not reported for reasons of confidentiality. Greenbrier Junior High's AYP status for the 2011-2012 school year is Targeted Improvement, year one (TI-1). Greenbrier Junior High School did not make AYP or Safe Harbor during the 2009-2010 school year in the Students with Disabilities sub-population in Math. Greenbrier Junior High School was placed on Alert Status for the 2010-2011 school year. Greenbrier Junior High School did not make AYP or Safe Harbor during the 2010-2011 school year in the Students with Disabilities sub-population in Math, and was therefore placed on TI-1. Algebra EOC: Based on a comprehensive needs assessment that reflects an in-depth trend and root cause analysis of multiple data sources, we found that our areas of need in our combined population, caucasian population, students with disabilities, and economically disadvantaged population to be open response in the area of Data Interpretation and Probability and multiple choice in the areas of Language of Algebra and Non-Linear functions. This conclusion has been obtained by studying the CRT (Criterion Referenced Test), and intermittent assessments. There are less than 1% of ELL and Ethnicity sub-populations and are not reported for reasons of confidentiality. Greenbrier Junior High's AYP status for the 2011-2012 school year is Targeted Improvement, year one (TI-1). Greenbrier Junior High School did not make AYP or Safe Harbor during the 2009-2010 school year in the Students with Disabilities sub-population in Math. Greenbrier Junior High School was placed on Alert Status for the 2010-2011 school year. Greenbrier Junior High School did not make AYP or Safe Harbor during the 2010-2011 school year in the Students with Disabilities sub-population in Math, and was therefore placed on TI-1.

2.

Attendance Data: Greenbrier Junior High's attendance rate exceeds the State's attendance goal. The attendance rate has improved or maintained a high level over the last three years.

3.

. 4.

Goal

All 8th grade students will exhibit profiency on the 2011-2012 Augmented Benchmark Exam in Algebra multiple choice and Geometry and Measurement open response for the combined, IEP and Economically Disadvantaged Populations. All 9th grade students will exhibit profiency on the 2011-2012 End of Course Algebra Exam in responding to open responses particularly in language of algebra and non-linear functions for the Combined, IEP, and Economically Disadvantaged Populations.

Benchmark

At the end of the 2010-2011 school year, 85.8% of our combined population was proficient or above in math. At the end of the 2011-2012 school year, 82.30% will score proficient or above. Annually we will improve by 4.7%. At the end of the 2010-2011 school year, 85.5% of our caucasian population was proficient or above in math. At the end of the 2011-2012 school year, 82.3% will score proficient or above. Annually, we will improve by 4.8%. At the end of the 2010-2011 school year, 78.7% of our Economically disadvantaged population was proficient or above in math. At the end of the 2011-2012 school year, 82.3% will score proficient or above. Annually, we will increase by 3.6%. At the end of the 2010-2011 school year, 47.5% of our Students with disabilities population was proficient or above in math. The math students with disabilities population was put on Targeted Improvement (TI-1) status for the 2011-2012 school year. At the end of the 2011-2012 school year, 82.3% will score proficient or above. Annually, we will improve by 34.8%.

Intervention: Mathematics Curriculum Alignment with Educational Best Practices including Instructional Technology and Professional Learning Communities (PLC's) and the Co-Teaching Model.

Scientific Based Research: Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten, Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD. Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC: International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press.

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Rose-Piver, V. (1995). Math & Writing: Making the connection. Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon. Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades 5-8. Boston, MA: Allyn & Bacon.



AIP's are developed by Math, Literacy, and Science teachers for students requiring AIP's in their respective areas. Students are remediated throughout the year as needed to strengthen areas of weakness. Teachers will contact parents on a regular basis concerning their academic, social or behavioral progress. Action Type: AIP/IRI Action Type: Equity Action Type: Parental Engagement

John Ashworth, Principal

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


•

Performance Assessments

•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

Intervention: Parental Involvement

Scientific Based Research: Framework for Understanding Poverty, Ruby Payne, 1996. Act 603 of 2003. Allington, Richard, Patricia Cunningham. "Schools that Work". Second edition. Pearson Education. Boston.2002. www.sedl.org NES, "Professional Learning Communities at Work", Defour, 1998.



(1 G) One staff member will be designated to serve as Parent Facilitator in order to help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement in the school and to undertake efforts to ensure that parental participation is recognized as an asset to the school. Action Type: Parental Engagement

Pamela Nacke, Parent Facilitator

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


$

(1 J) Greenbrier Junior High School will develop and engage in activities that will help parents assist in his or her child's learning and become active participants in the education of their children. This will ensure academic success and promote responsible parenting. Events include, but are not limited to: Parent Orientation Night, CAP (Career Action Planning)Conferences, EAST (Environmental and Spacial Technologies) Night Out, Graduation and Credit Awareness Night, Pre AP student and parent night, Choir and Band Concerts, Arts in March, and FFA, FCCLA, FBLA Activities. Action Type: Parental Engagement


Start: 07/12/2011 End: 06/30/2012


•

School Library •Teachers •

ACTION BUDGET:

$

Teachers will display lesson plans, classroom news, and assignments aligned with the Arkansas Curriculum Frameworks on the EdLine web-site to provide parents, students, and community members access to school events and information. These web-sites will have teacher e-mail addresses that will allow parents to stay in contact with teachers in order to voice parental concerns. Action Type: Parental Engagement


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

Computers •Teachers • ACTION

BUDGET:$

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(1 F) In order to take advantage of community resources our school will welcome the parent teacher organization as an active partner fostering parental and community involvement within the school. Action Type: Parental Engagement

Matthews, PTO President

Start: 07/08/2011 End: 06/30/2012


•

Community Leaders

•

Teachers •

ACTION BUDGET:

$

Teachers will be provided two(2) hours of parental involvement training and administrators will be provided three(3) hours of parental involvement training. Training for teachers will include strategies for effective communication, and ways to value the contributions of parents. Action Type: Parental Engagement


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


•

Computers •District Staff •Teachers •

ACTION BUDGET:

$

(1 D) In order to encourage parents to participate as a full partner in the decisions that affect their child and family, we will include in our student handbook the school's process for resolving parental concerns, including how to define a problem, who to approach first, and how to develop solutions. Action Type: Parental Engagement


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


•

Computers •School Library •Teachers •

ACTION BUDGET:

$

Parents, teachers, administrators, and counselor will collaborate to discuss AIPs/IEPs and develop specific strategies for remediation. Parents will be notified of the remediation requirements and retention requirements for failure to participate in the required remediation. These plans will be signed by all stakeholders: students, parents, teachers, and administrators. Action Type: Parental Engagement


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

District Staff •Performance Assessments

•

Teachers •

ACTION BUDGET:

$

(1 A) Information, which can include parenting books , magazines, and other materials regarding responsible parenting will be advertised and available to check out through the parent center. Action Type: Parental Engagement

Amy Wilson, Counselor

Start: 07/03/2011 End: 06/30/2012

School Library •ACTION BUDGET:

$

(1 B) Greenbrier Junior High School will schedule Parental Involvement Meetings at which parents will be provided information that may include, but is not limited to: how to be involved with or at school; what students will be learning; how students are assessed; what parents should expect for their child's education; how a parent can assist and make a difference in their child's education, Literacy Night, CAP (Career Action Planning) Conferences, and Math Night. Action Type: Parental Engagement


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


•

Community Leaders

•


ACTION BUDGET:

$

Career Action Planning (CAP) conferences will be held yearly to help parents make informed decisions about their child's course selection, career planning, and post-secondary opportunities. Action Type: Parental Engagement


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


•


ACTION BUDGET:

$

Greenbrier Junior High School is in compliance with Act 307 (Amended Act 603) and includes all components in this plan. Action Type: Parental Engagement



Staff •

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End: 06/30/2012


ACTION BUDGET:

$

In order to take advantage of community resources our school will collaborate with the Greenbrier Alumni Association in order to foster community involvement within the school. Action Type: Parental Engagement

Donnie McMillen, Alumni Representative

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

Community Leaders

•ACTION BUDGET:

$

Greenbrier Junior High will review policies and procedures that may present barriers to all students' achievement. Action Type: Parental Engagement


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

ACTION BUDGET:

$

(1 H) Greenbrier Junior High School schedules a minimum of two parent-teacher conferences annually. Action Type: Parental Engagement


Start: 07/10/2011 End: 06/30/2012


•


ACTION BUDGET:

$

Greenbrier Junior High will have parent involvement meetings to provide ways for parents to impact student achievement. Action Type: Parental Engagement

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


$

(1 I) Via our Parent Newsletter and various parent nights, Greenbrier Junior High will provide instruction to parents on ways to incorporate developmentally appropriate learning activities at home including applicable online resources, creating specific times for study, and how to contact teachers when needed. Action Type: Parental Engagement

Pamela Nacke, Parent Involvement Facilitator

Start: 07/11/2011 End: 06/30/2012


$

Teachers will provide opportunities to assist in monitoring student progress and understand the standards and assessments through two parent/teacher conferences annually. Action Type: Parental Engagement


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


$

Materials and training to help parents work with their children to improve academic achievement will be provided during parent teacher conferences and other conferences or events throughout the year. Action Type: Parental Engagement

Pamela Nacke, Parent Involvement Facilitator

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


•

Teachers •

ACTION BUDGET:

$

Information concerning parent activities and school functions will be sent home in language that parents can understand. Action Type: Parental Engagement

Amy Wilson, counselor

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


$

Reasonable support for parental involvement activities requested by parents will be provided to any extent possible. Action Type: Parental Engagement



$

Administrators will send regular announcements by e-mail to parents. Administrators will utilize the AlertNow telephone system to alert parents of


Start: 07/01/2011

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important information. Action Type: Parental Engagement

End: 06/30/2012

ACTION BUDGET:

$

(1 C) A volunteer resource book will be made available to relay infomation on how parents can be involved at Greenbrier Junior High on a volunteer basis. Action Type: Parental Engagement



•

Teachers •

ACTION BUDGET:

$

(1 E) Greenbrier Junior High will provide seminars and relay information to inform parents about how to be involved in the decision-making process. Action Type: Collaboration Action Type: Parental Engagement


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


•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

Priority 2: All students will improve Literacy Skills, Writing Skills and Comprehension Strategies across the curriculum.

Supporting Data:

8th grade literacy: Based on a comprehensive needs assessment that reflects an in-depth trend and root cause analysis of multiple data sources, we found that our areas of need in our combined population, caucasian population, and economically disadvantaged population to be content area open response and writing multiple choice. This conclusion has been obtained by studying the CRT (Criterion Referenced Test), NRT (Norm Referenced Test), and intermittent assessments.

1.

9th grade literacy: Based on a comprehensive needs assessment that reflects an in-depth trend and root cause analysis of multiple data sources, we found that our areas of need in our combined population, caucasian population, and economically disadvantaged population to be content area open response and writing multiple choice. In addition, students are weak in determining and interpreting implicit details, plot, sequence and action and selecting an appropriate reading strategy in a given situation. This conclusion has been obtained by studying the CRT (Criterion Referenced Test), NRT (Norm Referenced Test), and intermittent assessments.

2.

ATTENDANCE RATE: Greenbrier Junior High's attendance rate exceeds the State's attendance goal. The attendance rate has improved or maintained each year over the last three years.

3.

GoalAll 8th grade students will exhibit profiency on the 2011-2012 Augmented Benchmark Exam in open response in the content strand and the writing domains of content and style. This is the goal for the Combined and Economically Disadvantaged and Students with Disabilities Populations.

Benchmark

At the end of the 2010-2011 school year, 86.8% of our combined population was proficient or above in Literacy. At the end of the 2010-2011 school year,83.88% will score proficient or above. Annually we will increase 4.4%. At the end of the 2010-2011 school year, 86.6% of our caucasian population was proficient or above in Literacy. At the end of the 2010-2011 school year, 83.88% will score proficient or above. Annually we will increase 4.5%. At the end of the 2010-2011 school year, 79.3% of our economically disadvantaged population was proficient or above in Literacy. At the end of the 2011-2012 school year, 83.88% will score proficient or above. Annually we will increase 6.9%.

Intervention: Literacy Curriculum Alignment with Educational Best Practices including Instructional Technology, co-teaching strategies and maintaining Professional Learning Communities

Scientific Based Research: Connely, G. (2007). Leading learning communities: standards for what principals know and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student achievement.

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Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College Press. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press. Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association.



Growth charts of intervention strategies, formative assessments, and activities in Advisory will be analyzed to determine student strengths and weaknesses. Students not making progress will be referred for intensive help with a content-specific teacher or may be referred to Saturday school for additional assistance. Parents will be notified when additional assistance is required. Action Type: Collaboration Action Type: Parental Engagement


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


•

Performance Assessments

•

Teachers •Teaching Aids •

ACTION BUDGET:

$

Total Budget: $0

GREENBRIER MIDDLE SCHOOL

Action Report




Supporting Data:

In 6th grade on the Literacy portion of the 2010-2011 Augmented Benchmark Exam, the combined population score was 76% proficient/advanced. The combined population met Average Yearly Progress (AYP); however, Students with Disabilities and the Economically Disadvantaged sub-populations did not meet AYP, which identified the middle school in Year Three Whole School Improvment. On the 2009-2010 Literacy portion of the Augmented Benchmark Exam, the combined population score was 84% proficient/advanced. On the 2008-2009 Literacy Benchmark, the combined population score was 79% proficient/advanced. All sub-populations met AYP. Based on needs assessment that reflect a three-year, in-depth analysis of Criterion Reference Test (CRT) scores across sixth grade combined and all sub-populations, reading in the content area, multiple choice for writing, and writing in the content and style domains continue to indicate weak areas. Root causes contributing to this trend include the need for utilization of high-yield instructional strategies, the need for more co-teaching opportunities, and limited access to technology inclusion to increase student engagement.

1.

In 7th grade on the Literacy portion of the 2010-2011 Augmented Benchmark Exam, the combined population score was 77% proficient/advanced. The combined population met Average Yearly Progress (AYP); however, Students with Disabilities and the Economically Disadvantaged sub-populations did not meet AYP, which identified the middle school in Year Three Whole School Improvement. On the 2009-2010 Augmented Benchmark Exam, the combined population score was 80% proficient/advanced. All sub-populations met Average Yearly Progress (AYP) EXCEPT Students with Disabilities.

2.

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On the 2008-2009 Literacy portion of the Benchmark Exam, the combined population score was 71% proficient/advanced. All sub-populations met AYP EXCEPT Students with Disabilities. Based on needs assessment that reflect a three-year, in-depth analysis of Criterion Reference Test (CRT) scores across seventh grade combined and all sub-populations, reading in the literary area, writing multiple choice, and writing in the content and style domains continue to be weak areas. Root causes contributing to this area of concern include isolated special ed instruction through a pull-out model, thus the need for the implementation of the Co-Teaching Model, utilization of high-yield instructional strategies and limited access to technology inclusion to increase student engagement. In 6th grade on the ITBS Norm Referenced Test given as a part of the 2011 Augmented Benchmark Exam, the Reading National Percentile Rank(NPR)was 57. The Language NPR was 51. In 2010, the Reading NPR was 63 and the Language NPR was 59. In 2009, the Reading NPR was 53 and the Language NPR was 49. Students with Disabilities scored 34 in 2011, 19 in 2010, and 3.7 in 2009. These scores reflect the percentage of students scoring at or above the 50th National Percentile Rank. Based on a three-year, in-depth analysis of these scores, students with disabilities continue to show weakness in Reading Comprehension; however, scores are improving for Students with Disabilities.

3.

In 7th grade on the ITBS Norm Referenced Test given as a part of the 2011 Augmented Benchmark Exam, the Reading National Percentile Rank (NPR) was 62. The Language NPR was 52. In 2010, the Reading NPR was 63 and the Language NPR was 54. In 2009 the Reading NPR was 61 and the Language NPR was 49. Students with Disabilities scored 39 in 2011, 11 in 2010, and 20 in 2009. These scores reflect the percentage of students scoring at or above the 50th National Percentile Rank. Based on a three-year, in-depth analysis of these scores, students with disabilities continue to show weakness in Reading; however the NPR for this sub-population has increased.

4.

Based on the secondary indicator of attendance, Greenbrier Middle School met the attendance goal set by the State of Arkansas. 5.

Goal

All 6th grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response questions on content passages, writing multiple choice, and content and style domains in writing for Combined, Economically Disadvantaged, and IEP students. All 7th grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response questions on the literary reading passage, mulitple choice writing, and the content and style domains in writing for Combined, Economically Disadvantaged, and IEP students.

Benchmark

In 2010-2011, the combined population exceeded the state Average Yearly Progress (AYP) in Literacy. The IEP sub-population, which represents students with disabilities, and the economically disadvantaged sus-population did not meet AYP and is in Whole School Improvement Year Three (WS-3). The English Language Learners (ELL) and Ethnicity subpops are less than 1%. In 2011-2012 the combined population and all sub-populations will meet or exceed the AYP proficiency level of 83.80 and meet Growth Model.

Intervention: Comprehensive literacy

Scientific Based Research: Scientific Based Research: Literacy Connely, G. (2007). Leading learning communities: standards for what principals know and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College Press.

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Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press. Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association.



10.A.5 10.B.5 10.C.3 Parents will be notified by mail of the school's school improvement status. The letter will explain parents' options regarding Public School Choice and SES in the areas in which the school was determined to be deficient. SES will be provided within the school day and after school. Action Type: Equity Action Type: Parental Engagement

Todd Edwards

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


•ACTION BUDGET:

$

The Annual Report to the Public and the Annual Report to the School Board will be presented during the fall semester. In addition, quarterly progress reports will be reported to the superintendent, who will report to the school board. Action Type: Parental Engagement

Todd Edwards

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


•

Central Office •Community Leaders

•

District Staff •

ACTION BUDGET:

$

10.C.4 All strategies promoting Parental Involvement are included under the Parental Involvement Intervention. Action Type: Parental Engagement

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


•

Teachers •

ACTION BUDGET:

$

8.A Teachers will analyze summative test data (Augmented Benchmark) to determine necessary remediation and interventions in order to complete Academic Improvement Plans (AIPs) for individual students. Teachers will maintain AIPs for students in their classrooms. Parents will be notified and involved in completing AIPs. Teachers will post math and literacy AIPs on-line. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Todd Edwards

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

Computers •Performance Assessments

•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

Intervention: Parental Involvement

Scientific Based Research: Professional Texts: NES, "Whatever it Takes: How Professional Learning Communities Respond When Kids Don't Learn", DuFour, 2004. NES, "Professional Learning Communities at Work", DuFour and Eaker, 1998. "The Six Secrets of Change", Fullan, M., 2008. Corwin Press, "Instructional Strategies That Engage the Brain", Tate, M., 2008. Research: NAESP, "Leading Learning Communities", Connelly, G., 2008.

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E.1.A Informational packets containing materials on responsible parenting tips and contact information for the school are made available in the parent center and provided to newly enrolling students. Action Type: Parental Engagement



•

Teachers •

ACTION BUDGET:

$

E.1.H Parent/teacher conferences will be held twice a year. Parents of students who are academically at-risk will be personally invited to attend by classroom teachers and administrators. Action Type: Parental Engagement

Todd Edwards

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


•

Teachers •

ACTION BUDGET:

$

E.1.I A Parenting Center will be provided in the media center with parenting books, magazines, and brochures regarding responsible parenting. Parents will be encouraged to check-out materials. A computer will also be available for parent use in order to print needed information and to check Edline. Action Type: Parental Engagement


School Library •ACTION BUDGET:

$

E.1.B The school will schedule orientation and Parent Involvement Meetings for parents in order to give them information on how the students will be assessed, processes and procedures in the classrooms, and how parents can assist and make a difference in their children's learning. i.e. family literacy night, science night, math night, computer skills, etc. Action Type: Parental Engagement

Todd Edwards

Start: 08/07/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET:

$

Teachers will continue to improve communication with parents through the Edline website. Additional communication links, including the school Twitter account and the school Facebook page, thought to be helpful to parents will be added on the school website by the parental involvement facilitator. Action Type: Parental Engagement



•

School Library •Teachers •

ACTION BUDGET:

$

E.1.C E.1.F The school will continue to enable the formation of a Parent Teacher Organization. This PTO will conduct an annual PTO parent volunteer survey and maintain the parent volunteer list in the parent center in a volunteer resource book. Action Type: Parental Engagement

Kim Stubbs Start: 08/08/2011 End: 06/30/2012


•

Computers •School Library •

ACTION BUDGET:

$

A statement of the school's commitment to parental involvement will be included in the school handbook and shared with the learning community. Action Type: Parental Engagement

Todd Edwards

Start: 08/09/2011 End: 06/30/2012


•ACTION BUDGET:

$

E.1.D A process for policies, procedures, and ways of resolving parental concerns will be included in the school handbook that is distibuted to every student at the begining of the year and shared with the learning community. Action Type: Parental Engagement

Todd Edwards

Start: 08/10/2011 End: 06/30/2012


•ACTION BUDGET:

$

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E.1.C Administrators will send announcements to parents via e-mail and Twitter to provide information to parents and community to include school contact information, alumni committee information, volunteer resources book, parent surveys, and other activities of parental concern in language that is easy for parents and all others to understand. Daily e-mail will provide information regarding opportunities for parental involvement activities as well as instructions to parents on how to incorporate developmentally appropriate learning activities in the home environment. Action Type: Collaboration Action Type: Parental Engagement Action Type: Technology Inclusion

Todd Edwards

Start: 08/11/2011 End: 06/30/2012


•

Computers •

ACTION BUDGET:

$

E.1.G One certified faculty member will serve as a parent facilitator and ensure compliance with the Parental Involvement Act 603 of 2003. Action Type: Parental Engagement



$

E.1.E Information is given to 7th grade students' parents concerning course selection during CAP conferences in the spring. Information is given to students concerning careers to help them plan and prepare. This will include seminars with parents regarding training on how to be involved in the academic desion-making process for their children. Action Type: Equity Action Type: Parental Engagement

Todd Edwards

Start: 08/11/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET:

$

Policies and procedures that may present barriers to students and parents and that have a negative impact on student achievement will be reviewed. Parent representatives will assist in this review through annual revisions to the student handbook. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement



•

Community Leaders

•

Teachers •

ACTION BUDGET:

$

Materials, training, and any other needed activities that are determined as helpful to parents wanting to assist their children learn and reach higher levels of student achievement will be provided. Action Type: Parental Engagement

Todd Edwards

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


$

E.1.J The faculty and staff will work together to coordinate and integrate parental involvement programs and activities that assist parents in helping their children learn. Action Type: Parental Engagement

Todd Edwards

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


•

Teachers •

ACTION BUDGET:

$

E.2.C Teachers, administrators, and other staff members will be educated in the importance of effective communication, value, and utility of contributions of parents. Action Type: Parental Engagement Action Type: Professional Development

Todd Edwards

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


•

Teachers •

ACTION BUDGET:

$

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10.C.4 All strategies and actions included in this intervention will be used to promote parental involvement. Action Type: Parental Engagement

Amy Burchfield

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


•


ACTION BUDGET:

$

The number of parent volunteers will be recorded in order to establish baseline data. The number of parent volunteers will increase over a two-year period. PROGRAM EVALUATION: The Volunteer Log Book indicated that there was an increase in the number of parent volunteers. Action Type: Parental Engagement Action Type: Program Evaluation



•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

Priority 2: All students will improve mathematics skills across the curriculum.

Supporting Data:

On the 6th grade math portion of the 2010-2011 Augmented Benchmark Exam, the combined population score was 81% proficient/advanced. All sub-populations met AYP EXCEPT Students with Disabilities, which identified the middle school as being in Year Three Whole School Improvement. Weak areas are multiple choice measurement and open response numbers and operations. On the 2009-2010 Augmented Benchmark Exam, the combined population score was 91% proficent/advanced. All sub-populations met AYP EXCEPT Students with Disabilities. On the 2008-2009 Augmented Benchmark Exam, the combined population score was 92% proficient/advanced. All sub-populations met AYP. Based on needs assessment that reflect a three-year, in-depth analysis of CRT scores across sixth grade combined population students and all sub-populations in math, measurement and data analysis and probability continue to be weak areas. Root causes contributing to this trend include the need for a common vocabulary, limited access to technology inclusion to increase student engagement, training in and the use of high-yield instructional strategies, and limited opportunities for co-teaching classrooms.

1.

In 7th grade on the math portion of the 2010-2011 Augmented Benchmark Exam, the combined population score was 90% proficient/advanced. All sub-populations met AYP except Students with Disabilities, which identified the middle school as being in Year Three Whole School Improvement. Weak areas are multiple choice measurement and geometry and open response data analysis/probability and number/operations. On the 2009-2010 Augmented Benchmark Exam, the combined population score was 90% proficient/avanced. All sub-populations met AYP EXCEPT Students with Disabilities. On the 2008-2009 Augmented Benchmark Exam, the combined population score was 84% proficient/advanced. All sub-populations met AYP. Based on needs assessment that reflect a three-year, in-depth analysis of CRT scores across seventh grade combined population students and all sub-populations in math, data analysis and probability, measurement, numbers and operations, and geometry continue to be weak areas. Root causes contributing to this trend include the need for a common vocabulary, limited access to technology inclusion to increase student engagement, training in and the use of high-yield instructional strategies, and limited opportunities for co-teaching classrooms.

2.

In 6th grade math on the ITBS Norm Referenced Test given as part of the 2011 Augmented Benchmark Exam, students scored at the National Percentile Rank of 60. Students with Disabilities scored at the NPR of 31. Economically Disadvantaged students scored 52. In 2010 math, the NPR was 84. In 2009, the NPR was 79. Economically Disadvantaged students scored 78 in 2010 and 73 in 2009. Students with Disabilities scored 43 in 2010 and 33 in 2009. These scores reflect the percentage of students scoring at or above the 50th National Percentile Rank. Based on a three-year, in-depth analysis of these scores, students with disabilities continue to show weakness in math.

3.

In 7th grade math on the ITBS Norm Referenced Test given as a part of the 2011 Augmented Benchmark Exam, students scored at the National Percentile Rank (NPR) of 63. Students with Disabilities scored at the NPR of 36. Economically Disadvantaged students scored at the NPR of 57.

4.

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In 2010, the math combined population NPR score was 76. In 2009, the score was 74. Economically Disadvantaged students scored at the NPR of 67 in 2010 and at the NPR of 64 in 2009. Students with Disabilities scored at the NPR of 15 in 2010 and at the NPR of 40 in 2009. These scores reflect the percentage of students scoring at or above the 50th National Percentile Rank. Based on a three-year, in-depth analysis of these scores, students scores at Greenbrier Middle School continue to indicate a weakness in math instruction. Based on the secondary indicator of attendance, Greenbrier Middle School met the attendance goal set by the State of Arkansas. 5.

Goal

All 6th grade students will exhibit proficiency on the 2010-2011 Augmented Benchmark Exam in responding to open response and multiple choice questions on the Measurement and Data Analysis and Probability strands for the Combined, Economically Disadvantaged and IEP populations. All 7th grade students will exhibit proficiency on the 2010-2011 Augmented Benchmark Exam in responding to open response and multiple choice in Data Analysis and Probability and Geometry for the Combined, Economically Disadvantaged, and IEP populations.

Benchmark

In 2010-2011, the combined population and the economically disadvantaged sub-population exceeded the state AYP in Math. The IEP sub-population did not meet AYP or growth model expectations, thus placing the middle school in Year Three Whole School Improvement status. The ELL and Ethnicity sub-populations are less than 1%. In 2011-2012, the combined population and all sub-populations will meet or exceed the AYP proficiency level of 82.28 and meet Growth Model.

Intervention: Standards based math curriculum

Scientific Based Research: Scientific –Based Research – Math Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten, Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD. Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC: International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press. Rose-Piver, V. (1995). Math & Writing: Making the connection. Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon.



The Annual Report to the Public and the Annual Report to the School Board will be presented during the fall semester. Quarterly progress reports will be given to Superintendent. Action Type: Parental Engagement

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


•

Central Office •District Staff •Teachers •

ACTION BUDGET:

$

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10.C.4 All strategies promoting Parental Involvement are included under the Parental Involvement Intervention. Action Type: Parental Engagement



•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

Priority 3: All students will have an increased awareness of nutritional and physical guidelines needed for a healthy lifestyle.

Supporting Data:

Body Mass Index (BMI) Data: In 2010-2011, of the 132 6th grade male students screened, 34.8% were overweight or obese. In 2009-2010, of the 114 6th grade male students screened, 36.8% were overweight or obese. In 2008-2009, of the 111 6th grade male students screened, 38% were overweight or obese. In 2010-2011, of the 116 6th grade female students screened, 41.4% were overweight or obese. In 2009-2010, of the 103 6th grade female students screened, 29.1% were overweight or obese. In 2008-2009, of the 88 6th grade female students screened, 36% were at risk of being overweight or overweight.

1.

The 2010-2011 School Health Profile indicates the School Health and Safety Policies and Environment (module 1) score was 87% for the Greenbrier School District. THe Health Education (module 2) score was 94%. The Physical Education and other Physical Activity Programs (module 3) score was 100%. The Nutrition Services (module 4) score was 79%. The Health Services (module 5) score was 80%. The Counseling, Psychological, and Social Services (module 6) score was 90%. The Health Promotion for Staff (module 7) score was 33%. The Family and Community Involvement (module 8) score was 72%. The 2009-2010 School Health Profile indicates the School Health and Safety Policies and Environment (module 1) score was 85% for the Greenbrier School District. The Health Education (module 2) score was 93%. The Physical Education and other Physical Activity Programs (module 3) score was 63%. The Nutrition Services (module 4) score was 83%. The Health Services (module 5) score was 71%. The Counseling, Psychological, and Social Services (module 6) score was 73%. The Health Promotion for Staff (module 7) score was 11%. The Family and Community Involvement (module 8) score was 67%. The 2008-2009 School Health Profile indicates the School Health and Safety Policies and Environment (module 1) score was 86% for the Greenbrier School District. The Health Education (module 2) score was 100%. The Physical Education and other Physical Activity Programs (module 3) score was 97%. The Nutrition Services (module 4) score was 83%. The Health Services (module 5) score was 62%. The Counseling, Psychological, and Social Services (module 6) score was 100%. The Health Promotion for Staff (module 7) score was 14%. The Family and Community Involvement (module 8) score was 39%.

2.

The 2010-2011 cycle 2 report showed the poverty index level to be 36% of the students at Greenbrier Middle School. The 2009-2010 cycle 2 report showed the poverty index to be 40% of the students at Greenbrier Middle School. The 2008-2009 cycle 2 report showed the poverty index to be 39% of the students at Greenbrier Middle School.

3.

GoalGreenbrier Middle School will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average BMI on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.

BenchmarkBy School Year 2011 - 2012 there will be a decrease of the average Body Mass Index for students as evaluated by the annual Body Mass Index screening.

Intervention: Greenbrier Middle School will implement 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: Guidelines for School Health Programs to Promote Lifelong Healthy Eating, June 14, 1996/Vol. 45/No. RR-9; Guidelines for School Health Programs to Promote Lifelong Physical Activity, March 7, 1997/Vol. 46/No. RR-6.



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Greenbrier Middle School will promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games by providing instruction about and by discussing healthier options. Action Type: Parental Engagement Action Type: Wellness

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


•

Teachers •

ACTION BUDGET:

$

Greenbrier Middle School will involve parents in physical activity and nutrition education through homework, national school lunch program menus, parent-teacher organization meetings, presentations and professional development activities. Professional development will focus on physical activity and nutrition education, and health risk indicators that compromise students ability to perform academically, etc. (i.e. Edline, e-mail, school marquee) Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Wellness

Todd Edwards

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


•

Community Leaders

•


ACTION BUDGET:

$

Greenbrier Middle School will encourage the development of and participation in family-oriented, community-based physical activity programs. (Special Olympics, Hoops for Heart) Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness

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


•

Community Leaders

•

Teachers •

ACTION BUDGET:

$

Total Budget: $0

GREENBRIER SCHOOL DISTRICT

Action Report



Priority 1: Student Achievement

Supporting Data:

Special needs students have been identified across the district as a high priority target population. District-wide data reveals that elementary schools that embraced the Co-Teaching Model, Student Intervention Team Model and Response to Intervention (RTI) Model, have significantly increased the academic level of students needing Special Services. The Literacy and Math special education sub-population at the Middle School did not meet AYP (WSI-3-CA), the Junior High Math special education sub-pop did not meet AYP (TI-1). The Co-Teaching Model will be reviewed, remodeled, enhanced and expanded again this year. All other areas, elementary and secondary, met AYP designations. There will be an intense focus on secondary literacy for the combined populations as well as our identified sub-pops. The district met all AMO for all buildings and all populations.

1.

Students identified with lower socio-economic status as determined by our Free and Reduced applications, are targeted across the district as a sub-population in need of additional resources and support. Special focus will be addressed at the middle school since they did not meet AYP status for Economically Disadvantaged literacy students. Through the intensive remediation interventions, High School made AYP Status through Safe Harbor: (WSI-A-2) in Literacy. All other schools, elementary and secondary, met AYP designations.

2.

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3.

GoalThe district will provide administrative support and strategies to close the achievement gap regarding our combined and sub-populations for math and literacy.

Benchmark

Professional development will be provided for teachers and principals on the following district initiatives: The "Co-Teaching" model, using D2SC interim assessment data to provide information on teacher instruction and MAP testing to analyze student growth. Team meeting notes/agendas were used to determine professional development effectiveness. All buildings team meetings were more organized, relevant and focused on student work and instructional strategies. In addition, some team meetings were videoed and shared with other buildings, critical friends were established to observe colleagues and Principals conducted information learning walks in other buildings. Team meeting notes/agendas will continue to be collected for documentation.

Benchmark

The 2010-11 D2SC interim results were baseline data. For the 2011-12, the D2SC Objective Mastery Summary Report results were used to guide instruction and identify areas of concern and gaps in pacing guides. The district's expectation for 5.0% gain for literacy and math was achieved by all grades except 5th, 6th, 7th and 10th grade literacy. The 7th grade and 10th grade actually revealed a loss. Therefore, immediate interventions were implemented in 6th, 7th and 10th grade. A District Director of Curriculum was hired for K-12 Literacy. A new 6th grade Content Reading Course was added to the master schedule and two Highly Qualified Reading Specialist were hired. Every 6th grade student was scheduled in to the new course. In addition, a new 7th grade Content Reading Course was created and a Highly Qualified Reading Specialist was hired. In high school, a new reading remediation program called, Language!, was implemented and a school-wide writing prompt was given every month. The district will continue to administer the D2SC Interim assessment to document teacher instructional success, professional development focus and accurate curriculum pacing. Principals are held accoutable for using D2SC assessment and analyzing results with teachers during team meetings. D2SC Objective Mastery Summary Report will be used as evidence for a 5.0% gain in both literacy and math.

BenchmarkDistrict will pilot the new Principal Evaluation Tool which emphasizes the principal as the instructional leader. Documentation will be required from each principal showing classroom walk-abouts and team meeting topics addressing assessment data and technology inclusion.

Benchmark

NWEA/MAP, which is an on-line student assessment software, will be administered at the beginning of the year to establish a student baseline. NWEA/MAP will then be administered at the end of the year as a summative assessment to show adequate growth. Teachers will be held accountable for individual student growth. Principals will be held accountable for classroom and school growth. District will establish an expectation of 5.0% increase on NWEA/MAP post-test summary for each building.

Intervention: The District will support and implement strategies, web-based tools, student and teacher growth assessment tools and resources to meet the needs of all students, particularly our special needs and poverty students. The district will provide leadership, professional development, technology and personnel to assist schools and build leadership.

Scientific Based Research: Scientific Based Research: Literacy Connely, G. (2007). Leading learning communities: standards for what principals know and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College Press. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press. Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association. Scientific –Based Research – Math Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten, Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD. Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of Mathematics

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(NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC: International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press. Rose-Piver, V. (1995). Math & Writing: Making the connection. Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon. Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades 5-8. Boston, MA: Allyn & Bacon.



(4F) The district will provide quality pre-school to eligible four-year-old children through the Arkansas Better Chance for School Success Grant. Currently, two classroom of 40 students are located at Eastside Elementary and one classroom of 20 is located at Westside Elementary. In addition, the HIPPY program will collaborate with our ABCSS program to offer a Parental outreach called, "Parental Perks." Funds for parent materials will be provided to support this initiative. Action Type: Parental Engagement

Sonya Hawkins/Carie Campbell

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

ACTION BUDGET:

$

Total Budget: $0

Intervention: The Greenbrier School District will take the following actions to involve parents in the joint development of its district wide parental involvement plan.

Scientific Based Research: Scientific Based Research: Literacy Connely, G. (2007). Leading learning communities: standards for what principals know and be able to do. Alexandria, VA: NAESP. DuFour, R. & Eaker, R. (1998). Professional communities at work: Best practices for enhancing student achievement. Bloomington, IN: Solution Tree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond when kids don’t learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to help in their organizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacy skills. Retrieved 9/19/2011, from http://dibels.uoregon.edu. Marzano, R.J. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD. Marzano, R.J., Pickering, D.J., & Pollack, J.E. (2004). Classroom instruction that works: Research based strategies to increase student achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National Reading Panel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for reading instruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gap grades 4-12. New York, NY: Teacher’s College Press. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press. Northwest Evaluation Association. (2006, November). Achievement gaps: An examination of differences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association.



ACT 307-7 The district will provide the necessary coordination, technical assistance, and other support to assist our schools in planning and implementing effective parental involvement activities to improve student academic achievement and school performance by assigning a Certified teacher at each school to be designated as a PARENTAL INVOLVEMENT FACILITATOR. These teachers will be on a district-wide Parental Involvement committee,Achievement Gap

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


•


•

Teachers •

ACTION BUDGET: $

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Committee. The district will pay each facilitator out of the operating budget. Action Type: Parental Engagement

Act 307-2 All schools will schedule Parent Involvement Meetings to present pacing guides and formative assessments reports, grade level SLE's will be posted on web-based lesson plans and written in a format that parents can easily understand what the learning objective will be and schools will commuicate to parents how they can best assist their child for academic and social success. Action Type: Parental Engagement


ACTION BUDGET: $

Professional development will be provided to classified and certified staff pertaining to identifying suspected Homeless students and providing any necessary services. The Student Intervention Teams and counselors will be the contact in each building and a district-wide Homeless Liaison will be provided as a contact for resources. In compliance with McKinney-Vento Homeless, Title I set aside funds will be allocated for materials and supplies. In addition to set asides, each school's PTO and faculty have set up resources for needy children, including but not limited to, school supplies, snacks, clothes, and personal hygiene items. Action Type: Parental Engagement

Angie Benton

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


•

Title I - Materials & Supplies:

$1500.00

ACTION BUDGET:

$1500

Implement "Greenbrier Academy." Greenbrier Academy is a community out-reach program targeted for Homeschooled or Private school students. The Academy offers access to all courses 6th -12th grades, either virtually or on campus. Action Type: Equity Action Type: Parental Engagement



•


•

Computers •School Library •Teachers •Teaching Aids •

ACTION BUDGET: $

The Greenbrier School District will take the following actions to conduct, with the involvement of parents, an annual evaluation of the content and effectiveness of this parental involvement policy in improving the quality of our schools. The evaluation will include identifying barriers to greater participation by parents in parental involvement activities (with particular attention to parents who are economically disadvantaged, are disabled, have limited English proficiency, have limited literacy, or are of any racial or ethnic minority background). The school district will use the findings of the evaluation about its parental involvement policy and activities to design strategies for more effective parental involvement, and to revise, if necessary its parental involvement policies by utilizing our school's websites. Also, a bi-lingual consultant will be used for communicating with parents of non-English speaking students. The consultant will assist teachers and students and will translate during parent-teacher conferences. Action Type: Parental Engagement



•

Outside Consultants

•

ACTION BUDGET: $

ACT 307-1 The district will ensure that each Parent Center will have available

Scott Spainhour


Staff •

ACTION BUDGET: $

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"INFORMATIONAL PACKETS." Each school will make available Informational Packets which will include the school's parental involvement program, the role of all stakeholders, ways for the parent to be involved in his/her child's education, a survey for the parent regarding volunteer activities, and Edline, a system to allow regular 2-way communication for parents with computer access and phone logs for parents who do not have computer access. Action Type: Parental Engagement

End: 06/30/2011

Community Leaders

•

Teachers •

ACT 307-3 Each school will have a VOLUNTEER RESOURCE BOOK--listing the interests and availability of volunteers for school staff. A parent survey, will also solicit input and suggestions. A Volunteer Lunch will be organized for each building's volunteers. The district will provide training for volunteers who assist in an instructional program for parents. Action Type: Parental Engagement

Scott Spainhour

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


•

Community Leaders

•

Teachers •

ACTION BUDGET: $

The district will support and encourage PARENTAL SEMINARS, i.e., our Career Night Seminar to inform parents of course selections, concurrent credit and college application process, grade level bulletins from the counseling department will be sent to every high school informing parents and students of deadlines, opportunities, scholarships, etc. Action Type: Parental Engagement

Scott Spainhour

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


•


ACTION BUDGET: $

ACT 307-4 All school handbooks and district policy guidelines include a process for RESOLVING PARENTAL CONCERNS. The handbook will outline how to define a problem, whom to contact, and the process for how to develop solutions. Action Type: Parental Engagement

Scott Spainhour

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

Central Office •District Staff • ACTION BUDGET: $

ACT 307-5 Pre-Cap orientation and scheduled Career Action Plans (CAP)conferences are scheduled to inform parents of high school students about how to be involved in decisions. These conferences will guide students and parents on course selections, career planning and preparation for postsecondary opportunities. The Greenbrier High School offers 21 concurrent courses that offer free college tuition for any interested student. In addition, middle school will schedule Smart Core parent conference and guide parents to participate in Smart Core. Middle and Junior High will schedule Parent Involvement Meetings with Literacy, Math and Science focus. District will conduct PARENT INVOLVEMENT MEETINGS to discuss and obtain feedback on Federal and State initiatives. Parents will be advised how they can check on-line what their child is learning and studying in each class, rubrics used for assessements, current grades and suggestions from teachers on how to assist the child's learning at home. Action Type: Parental Engagement



ACT 307-8 The District calendar will reflect two parent/teacher conferences. In addition, EdLine (a web-based communication tool for parents) will be available in order for parents to be informed on what is being taught each week and their child's current grade. Teachers are required to update their EdLine web-page every Monday. Action Type: Parental Engagement

Lisa Todd & Building Principals

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

ACTION BUDGET: $

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ACT 307-6 Each building will have an active PTO and booster clubs to foster parental and community involvement within the school. PTO officers will assist in decisions affecting Greenbrier children. Action Type: Parental Engagement

Building Principals

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


Federal Requirements- The Greenbrier School District and each district school will comply with the Parental Engagement requirements as outlined in Title I-A of NCLB. There will be an annual review and update of our Title I School/Parent Compact. The Compact will be distributed to each parent with the Title school's handbook and will also be stated in each Title I's School's ACSIP. The parents are required to sign off confirming their receipt of the Handbook and Compact. To build parental capacity each building will include: assistance to parents in understanding their child's progress and assessments, provide materials and training to help parents work with their child. The district provides HIPPY services, Head Start and ABCSS pre-school. Faculty and staff will learn the importance of effective communication with parents, coordinate programs and activities using building facilitators and a district-wide calendar of events. There will be a district meeting, in the fall, to encourage parents to have input into the Title I program. Action Type: Parental Engagement


Central Office •ACTION BUDGET: $

ACT 397-1 The district will require 2 hours of professional development for all certified teachers and 3 hours for all administrators, designed to enhance understanding of effective parental involvement strategies and the setting of expectations to creating a climate that welcomes parental participation. Action Type: Parental Engagement

Scott Spainhour

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


ACT 397-2 The district will provide training for volunteers who assist in an instructional program for parents. Action Type: Parental Engagement

Carie Campbell

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


•ACTION BUDGET: $

Federal Requirements The middle school and the high school sent out letters to parents indicating their AYP status, the subpopulation that caused the school improvement and the strategies planned to address this status even though the schools were non-Title I schools and were not required to do so. Action Type: Parental Engagement

Todd Edwards & Susan Jackson

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

District Staff •ACTION BUDGET: $

ACCOUNTABILITY MEASURES: The district parental involvement plan will be evaluated by a 10% increase in the number of parents who attend district report to the public. Action Type: Parental Engagement Action Type: Program Evaluation


Central Office •ACTION BUDGET: $

The district and schools have strong partnerships with our Head Start, ABCSS Pre-School Programs, and HIPPY programs and make a concerted effort to communicate often and work together for the betterment of the parents and

Carie Campbell HIPPY director

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

Outside Consultants

•ACTION BUDGET: $

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children. Action Type: Parental Engagement

(9.A.3) The District will provide resources to support the ABCSS Pre-School Program and HIPPY through parental involvement activities. The new parent center, Parental Perks, will be offered to the parents and will provide welcoming activities and inservice. Action Type: Parental Engagement

Carie Campbell

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

Title I - Materials & Supplies:

$2000.00

ACTION BUDGET:

$2000

(9.A.1) The district will provide joint collaboration with parents, community stakeholders, and teachers to ensure that these stakeholders are actively engaged and contribute to the development of ACSIP. Action Type: Parental Engagement


Community Leaders

•ACTION BUDGET: $

(9.A.2) The district will provide support for schools to develop policies and programs to improve student achievement. Action Type: Parental Engagement


Community Leaders

•

Teachers •

ACTION BUDGET: $

(9.A.3) The district will provide parental involvement strategies for public and private pre-school programs when appropriate. Action Type: Parental Engagement


Community Leaders

•

Teachers •

ACTION BUDGET: $

(9.A.4) ACCOUNTABILITY MEASURES The district will conduct annual assessments of the effectiveness of parental involvement programs and the efficient use of academic and non-academic activities. A survey will be conducted annually to provide this information. Action Type: Parental Engagement Action Type: Program Evaluation


Community Leaders

•

Teachers •

ACTION BUDGET: $

(9.A.5) The district will ensure that all three Title I School-wide Schools incorporate the six parental involvement requirements: a. provide assistance to parents in understanding content by having school web-sites, classroom blogs and on-line videos, b. provide materials and training to help parents work with their children. Schools offer after school fun camps,ie. reading under the stars, c. educate staff on the importance of parental involvement by conducting annual inservices and attending parental involvment workshops, d.coordinate and integrate activities, e. ensure that information is sent to parents to the extent practical. For example, information is sent home in print form in English and Spanish if necessary, it is posted on-line and principals use the Alert Now telephone system as well as email to communicate with parents. Action Type: Parental Engagement


Community Leaders

•

Teachers •

ACTION BUDGET: $

(9.B.1) The district parental involvement coordinator will conduct a training session with all the volunteers who assist in instructional programs. Agenda and sign-in

Robin Clark Start: 07/01/2011 Community

Leaders •

ACTION BUDGET: $

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sheets will be used as documentation. Action Type: Parental Engagement

End: 06/30/2012

Teachers •

Total Budget: $3500

GREENBRIER WESTSIDE ELEMENTARY

Action Report




Supporting Data:

AUGMENTED BENCHMARK:3rd GRADE LITERACY EXAM Combined population scores for 2011 Augmented Benchmark Exam for 3rd grade indicated that 92% of the students performed proficient or advanced. Based on needs assessment that reflect an in-depth trend analysis of third grade Augmented Benchmark scores across all subpops in the area of reading, Literary and Practical Open Response continue to be weak areas looking at a three-year trend analysis. In the area of writing, content, style, and multiple choice continue to be weak areas looking at a three-year trend analysis. AUGMENTED BENCHMARK:4rd GRADE LITERACY EXAM Combined population scores for 2011 Augmented Benchmark Exam for 4th grade indicated that 94% of the students performed proficient or advanced. Based on needs assessment that reflect an in-depth trend analysis of fourth grade Augmented Benchmark scores across all subpops in the area of reading, Content and Literary Open Response continue to be weak areas looking at a three-year trend analysis. In the area of writing, content, style, and multiple choice continue to be weak areas looking at a three-year trend analysis. AUGMENTED BENCHMARK:5th GRADE LITERACY EXAM Combined population scores for 2011 Augmented Benchmark Exam for 5th grade indicated that 88% of the students performed proficient or advanced. Based on needs assessment that reflect an in-depth trend analysis of fifth grade Augmented Benchmark scores across all subpops in the area of reading, Content Open Response continues to be weak areas looking at a three-year trend analysis. In the area of writing, content, style, and multiple choice continue to be weak areas looking at a three-year trend analysis. Root causes of weak areas across third through fifth grades include insufficient professional development utilizing Marzano's High-Yield Strategies and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL (English Language Learners) are less than 1% and is not reported due to confidentiality. Job embedded professional development has provided opportunities for engaging instructions utilizing high-yield strategies.

1.

NORM REFERENCED TEST: 2011 KINDERGARTEN ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Kindergarten ITBS scores in the area of reading words, Work Attack was a weak subskill. In the area of language, Prepositions/Relationships and Spatial-Directional Language were weak subskills. NORM REFERENCED TEST: 2011 FIRST GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of First Grade ITBS scores in the area of reading comprehension, Analysis and Generalization,Inference and Interpretation,and Factual Understanding were weak subskills. In the area of spelling,Vowels and Consonants were weak subskills. In the area of language, Verb Usage and Expression and Pronoun Usage and Expression were weak subskills.

2.

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NORM REFERENCED TEST: 2011 SECOND GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Second Grade ITBS scores in the area of reading comprehension, Inference and Interpretation and Factual Interpretation in Story Comprehension were weak subskills. In the area of spelling, Vowels,Prefixes, and Suffixes were weak subskills. In the area of language, Capitalization and Punctuation in Context were weak subskills. NORM REFERENCED TEST: 2011 THIRD GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Third Grade ITBS scores in the area of reading comprehension across all subpops, Inferencing and Interpretation were weak subskills. In the area of language, Comma, Punctuation, and Vowel Consonant Combination were weak subskills. NORM REFERENCED TEST: 2011 FOURTH GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Fourth Grade ITBS scores in the area of reading comprehension across all subpops, Inference, Interpretation, and Words in Context were weak subskills. In the area of language, Usage, Expression, and Verb Capitalization were weak subskills. NORM REFERENCED TEST: 2011 FIFTH GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Fifth Grade ITBS scores in the area of reading comprehension across all subpops, Vocabulary Modifiers, Analysis,Generalization, and Determine Main Idea were weak subskills. In the area of language, Usage and Expressions, and Organization of Ideas were weak subskills. Root causes across kindergarten through fifth grades include insufficient professional development utilizing Marzano's High-Yield Strategies and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL are less than 1% and is not reported due to confidentiality. Job embedded professional development has provided opportunities for engaging instructions utilizing high-yield strategies. ATTENDANCE: Greenbrier Westside Elementary met the attendance goal. 3.

Goal

All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items in literary and practical passages as well as to improve in the content, style, and multiple choice writing domains for all subpopulations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items in content and literary passages as well as to improve in the content, style, and multiple choice writing domains for all subpopulations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items in content passages as well as to improve in the content, style, and multiple choice writing domains for all subpopulations.

BenchmarkWestside Elementary exceeded the AYP of 78.4% of students scoring proficient or advanced for the 2010-2011 school year. The Combined, Economically Disadvantaged Populations, and Students with Disabilities will meet or exceed expectations of the growth model in 2011-2012 having 85.6% of students proficient or advanced.

Intervention: Parental Engagement

Scientific Based Research: (1997b). "Moving the school toward a learning community." Journal of Staff Development, 18(3), 54-55; DuFour, R. (1997c). "Creating the new American School: A principal's guide to school improvement." Bloomington, IN: National Educational Service; DuFour, R., Eaker, RI & Ranells, M. (1992). "A Framework for Understanding Poverty." Payne, R. (1998). (2003). "A new wave of evidence. The impact of school, family, and community connections on student achievement." National Center for Family&Community Connections with Schools, Southwest Educational Development Laboratory http://www.sedl.otg/connections/.



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Ongoing professional development training will include all state required trainings including two hours of parental involvement for teachers and three hours of parental involvement training for building administrators. Action Type: Parental Engagement

Peggy Squires

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


•

Outside Consultants

•

Teachers •

ACTION BUDGET: $

The district will consider recruiting an alumni advisory board to provide advice and guidance for school improvement. Action Type: Parental Engagement

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

Community Leaders

•ACTION BUDGET: $

An annual meeting will be held to inform parents of their right to be involved in the planning, review, and improvement of parental programs. The parents right to know information will be posted on the school's website. Action Type: Parental Engagement



•ACTION BUDGET: $

Parents were welcomed to visit the school through opportunities for service through the volunteer programs. Volunteer sign-in sheets and daily volunteer logs were maintained throughout the school year. This PROGRAM EVALUATION revealed a 14% increase in the number of volunteers for the 2010-2011 school year. Providing these opportunites for parental involvement will continue to be a focus for 2011-12 school year. Action Type: Parental Engagement Action Type: Program Evaluation

Peggy Squires

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


•

Community Leaders

•

Teachers •

ACTION BUDGET: $

There will be an annual review and update of our Title I School/Parent Compact. The Compact will be distributed to each parent within the Student Handbook. The parents will be required to sign off on the handbook confirming receipt of the Compact. A Title I Parent Meeting will be scheduled in the fall to encourage parents to have input into the Title I program. (Actions 2:A-F) Action Type: Parental Engagement

Stephanie Newland

Start: 07/13/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

1B. To help our parents in assisting their children our school will schedule regular Parental Involvement Meetings to dicuss the intent of the schoolwide program, at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students are assessed. C. What parents should expect for their child's education. D. How a parent can assist and make a difference in their child's education. (ie. Parent Orientation, PTO Meeting, Title I Parent Meeting, TAG (Talented and Gifted) Parent Meeting, Report to the Public, Literacy Night, Math/Science Night, Wellness Night, Watch Dog Dad, Grandparent's Day, Bookfair, etc.) Action Type: Parental Engagement

Peggy Squires

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


•

Teachers •

ACTION BUDGET: $

1C. In order to welcome parents, our school shall use the Volunteer Resource Book listing the interests and availability of volunteers so that school staff may determine how frequently a volunteer would like to participate; including options for those who are available to help at home and help match school needs with volunteer interests. Action Type: Parental Engagement

Amber Brantley

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


•

Teachers •

ACTION BUDGET: $

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1D. In order to encourage parents to participate as a full partner in the decisions that affect their child and family, our school will include in our school's student handbook the school's process for resolving parental concerns, including how to define a problem, who to approach first and how to develop solutions. Action Type: Parental Engagement

Peggy Squires

Start: 07/08/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

1G. The principal will designate one certified staff member who is willing to serve as a parent facilitator in order to help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement in the school; and to undertake efforts to ensure that parental participation is recognized as an asset to the school. This designee will attend the state parental involvement conference to acquire skills to increase involvement of low socioeconomic parents. Action Type: Parental Engagement

Amber Brantley

Start: 07/11/2011 End: 06/30/2012


•


ACTION BUDGET: $

1F. In order to take advantage of community resources our school will continue to support our Parent Teacher Organization which fosters parental and community involvement within the school. Monthly PTO (Parent Teacher Organization) meetings will be scheduled. Action Type: Parental Engagement

Peggy Squires

Start: 07/10/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

Staff will plan and engage in other activities determined by the school to be beneficial to encourage communication with parents. (ie, Spirit Day, Grandparents' Day, Student of the Month, Watch Dog Dad Night, Wellness Night, Report to the Public, Orientation, Parent Involvement Meetings, Math/Science, Literacy Night etc.) Action Type: Parental Engagement

Amber Brantley

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


•

Teachers •

ACTION BUDGET: $

1A. In order to encourage communication with parents, our school will prepare an Informational Packet to be distributed annually to the parents of each child in the school. These packets will describe: The school's parental involvement program; the recommeded role of the parent, student, teacher and school; ways for parents to become involved in the school and their child's education; a survey for the parent regarding their interests concerning volunteering at the school; a schedule of activities planned throughout the school year to encourage parental involvement; and procedures to allow the parents and teachers to communicate in a regular, two-way, and meaningful manner with the child's teacher and principal. Action Type: Parental Engagement

Amber Brantley

Start: 07/05/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

1E. Seminars will be open to inform parents of high school course selection, career planning, and preparation for postsecondary opportunities. Action Type: Parental Engagement

Peggy Squires

Start: 07/09/2011 End: 06/30/2012


•ACTION BUDGET: $

1H. Two Parent/teacher conferences will be held in the fall and spring to discuss students' progress and address concerns of parents/teachers. Action Type: Collaboration Action Type: Parental Engagement

Peggy Squires

Start: 07/12/2011 End: 06/30/2012

Teachers •ACTION BUDGET: $

2A. Staff members will provide assistance to parents in understanding content on how to monitor a child's progress, standards, and academic assessments. Action Type: Parental Engagement

Peggy Squires

Start: 07/14/2011 Teachers •

ACTION BUDGET: $

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End: 06/30/2012

Teachers will provide reports of students' grades, weekly newsletters, and develop on-line lesson plans for parents and students to refer to at home or on any computer connected to the internet using EdLine Class Pages. Action Type: Parental Engagement

Amber Brantley

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

Computers •Teachers • ACTION BUDGET: $

Parents will be given the opportunity to receive daily e-mail announcements, Facebook and Twitter notifications, Alert Now calls, as well as weekly newsletters giving them information concerning upcoming school events and opportunities for them to become involved in the education of their children. Action Type: Parental Engagement

Amber Brantley

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


•

Teachers •

ACTION BUDGET: $

Staff will plan and engage in other activities determined by the school to be beneficial to encourage communication with parents. (Report to the Public, Orientation, Parent Involvement Meeting, etc.) Action Type: Parental Engagement

Amber Brantley

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


•

Teachers •

ACTION BUDGET: $

Materials will be purchased for a parent center to assist with parenting ideas and practices and to help parents in helping their children achieve academic success. Action Type: Parental Engagement

Amber Brantley

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


•


ACTION BUDGET: $

1I. Teachers will provide instruction to parents on how to incorporate developmentally appropriate learning activities in the home environment. These will include the following without limitations: *Role plan demonstrated by trained volunteers *The use of access to Department of Education websites tools for parents *Assistance with nutritional meal planning and preparation *Other strategies or curricula developed or acquired by the district for at-home parental instruction approved by the Department of Education. Action Type: Parental Engagement

Peggy Squires

Start: 07/12/2011 End: 06/30/2012


•

Community Leaders

•

Outside Consultants

•

ACTION BUDGET: $

2B. Provide material and training to help parents work with their children to improve academic achievement. Action Type: Parental Engagement

Peggy Squires

Start: 07/14/2011 End: 06/30/2012


•Title I - Materials & Supplies:

$500.00

ACTION BUDGET:

$500

2C. School staff and outside consultants will educate teachers, principals, and other staff in the importance of effective communication, value and utility of contributions of parents. Action Type: Parental Engagement

Amber Brantley

Start: 07/15/2011 End: 06/30/2012

ACTION BUDGET: $

2D. Parental Involvement policy will be reviewed in order to assess coordination and integration parental involvement programs and activities. Action Type: Parental Engagement

Amber Brantley

Start: 07/16/2011 End: 06/30/2012


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2E. Staff will ensure that information related to school and parent programs is sent to parents, including disabled parents, in practical language parents parents can understand. Action Type: Parental Engagement

Peggy Squires

Start: 07/17/2011 End: 06/30/2012


2F. Staff will provide other reasonable support for parental involvement activities as parents may request. Action Type: Parental Engagement

Stephanie Newland

Start: 07/18/2011 End: 06/30/2012


Staff members will provide assistance to parents in understanding content, how to monitor a child's progress, standards, and academic assessments. Action Type: Parental Engagement

Peggy Squires

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


•

Teachers •

ACTION BUDGET: $

Building leadership team will review policies and procedures, student needs, curriculum and instruction, professional development, family and community involvement, and school context and organization that may present barriers to all students' achievement. Action Type: Parental Engagement

Amber Brantley

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


1J. Engage in other activities determined by the school to help a parent assist in his or her child's learning. Action Type: Parental Engagement

Amber Brantley

Start: 07/13/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

3. The School's Parental Involvement Plan will be posted on the school's website and revised annually. Action Type: Parental Engagement

Peggy Squires

Start: 07/19/2011 End: 06/30/2112

ACTION BUDGET: $

4. A stand alone Title I Meeting will be conducted annually to inform parents of their rights, beneifts, and of the schoolwide program authority of such schools to consolidate funds from federal, state, and local sources. Action Type: Parental Engagement


District Staff •ACTION BUDGET: $

5. The school will provide the parents of students receiving Title I services information about (a) Parents Right to Know (b) Annual Report Card (c) Individual Student Assessment Reports (d) Progress Review (e) Written State Complaint Procedures (f) Parental Communications (g) Disabled Parents access to school information. This information will help to ensure meaningful parental participation within the program. Action Type: Parental Engagement

Peggy Squires

Start: 07/21/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

Total Budget: $500


Supporting Data:

AUGMENTED BENCHMARK:3rd GRADE MATHEMATICAL EXAM Combined population scores for 2011 Augmented Benchmark Exam for 3rd grade indicated that 96% of the students performed proficient or advanced. Based on needs assessment that reflect an in-depth analysis of third grade Augmented Benchmark scores across all subpops, open response items in Geometry, Data Analysis, Algebra, and Number Operation strands continue to be a weak

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three-year trend. AUGMENTED BENCHMARK:4rd GRADE MATHEMATICAL EXAM Combined population scores for 2011 Augmented Benchmark Exam for 4th grade indicated that 93% of the students performed proficient or advanced. Based on needs assessment that reflect an in-depth analysis of fourth grade Augmented Benchmark scores across all subpops, open response items in Numbers and Operations, Algebra, and Geometry strands continue to be a weak three-year trend. AUGMENTED BENCHMARK:5th GRADE MATHEMATICAL EXAM Combined population scores for 2011 Augmented Benchmark Exam for 5th grade indicated that 87% of the students performed proficient or advanced. Based on needs assessment that reflect an in-depth analysis of fifth grade Augmented Benchmark scores across all subpops, open response items in Measurement, Geometry, Algebra, Numbers and Operations, and Data Analysis strands continue to be a weak three-year trend. Root causes of weak areas across third through fifth grades include insufficient professional development utilizing Marzano's High-Yield Strategies and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL (English Language Learners) are less than 1% and is not reported due to confidentiality. Job embedded professional development has provided opportunities for engaging instructions utilizing high-yield strategies. NORM REFERENCED TEST: 2011 KINDERGARTEN ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Kindergarten ITBS scores in the area of mathematics, Number Properties and Operations and Problem Solving were weak subskills. NORM REFERENCED TEST: 2011 FIRST GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of First Grade ITBS scores in the area of mathematical concepts, Measurement and Algebraic Concepts were weak subskills. In the area of problem solving, Relationships and Trends and Multi-step Problems were weak subskills. NORM REFERENCED TEST: 2011 SECOND GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Second Grade ITBS scores in the area of mathematical concepts, Measurement and Number Properties and Operations were weak subskills. In the area of problem solving, Relationships and Trends, Approaches and Procedures, Multi-Step, and Problem Solving were weak subskills. NORM REFERENCED TEST: 2011 THIRD GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Third Grade ITBS scores in the area of math across all subpops, Estimation and Rounding were weak subskills. NORM REFERENCED TEST: 2011 FOURTH GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Fourth Grade ITBS scores in the area of math across all subpops, Estimation, Rounding, and Number Sense were weak subskills. NORM REFERENCED TEST: 2011 FIFTH GRADE ITBS EXAM Based on needs assessment that reflects an in-depth analysis of Fifth Grade ITBS scores in the area of math across all subpops, Problem Solving, Approaches and Procedures were weak subskills. Root causes across kindergarten through fifth grades include insufficient professional development utilizing Marzano's High-Yield Strategies and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL (English Language Learners) are less than 1% and is not reported due to confidentiality. Job embedded professional development has

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provided opportunities for engaging instructions utilizing high-yield strategies. ATTENDANCE: Greenbrier Westside Elementary met the attendance goal. 3.

Goal

All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items particularly in the numbers and operations, algebra, geometry and data analysis and probability strands for all subpopulations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response items particularly in the numbers and operations, algebra, geometry and data analysis and probability strands for all subpopulations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam in responding to open response and multiple choice items particularly in data analysis and probability, geometry and measurement for all subpopulations.

BenchmarkWestside Elementary exceeded the AYP of 77.5% of students scoring proficient or advanced for the 2010-2011 school year. The Combined, Economically Disadvantaged Populations, and Students with Disabilities will meet or exceed the expectation of the growth model in 2011-2012 having 85% of the students scoring proficient or advanced.

Intervention: Implement standards-based math curriculum.

Scientific Based Research: Scientific –Based Research – Math Carpenter, T.P., Franke, M.L., & Levi, L. (2003). Thinking mathematically: Integrating arithmetic and algebra in elementary school. Portsmouth, NH: Heinemann. Dacey, L.S. & Eston, R. (1999). Growing mathematical ideas in Kindergarten, Sausalito, CA: Math Solutions. Jacobs, H.H. (1997). Mapping the big picture: Integrating curriculum and assessment, K-12. Alexandria, VA: ASCD. Kilpatrick, J., Swafford, J., & Findell, B. (2007). Adding it up: Helping children learn mathematics. Washington, DC: National Academies Press. Mirra, A. J. (2003). Administrator’s guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachers of Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching Resource Center. National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculum and technology. Washington, DC: International Society for Technology in Education (ISTE). Reeves, D.B. (1998). Making standards work: how to implement standards-based assessments in the classroom, school, and district. Englewood, CO: Advanced Learning Press. Reeves, D. B. (2004). Accountability in Action: A blueprint for learning organizations. Englewood, CO: Advanced Learning Press. Rose-Piver, V. (1995). Math & Writing: Making the connection. Greensboro, NC: Teaching Resource Center. Schoenfeld, A. (1999). Balanced assessment for the mathematics assessment for the mathematics curriculum: elementary grades assessment, package 2. Lebanon, IN: Dale Seymour Publications. Sutton, J. & Krueger, A. (2002). What we know about mathematics teaching and learning. Honolulu, HI: Mid-continent Research for Education and Learning (MCREL). Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades K-3. Boston, MA: Allyn & Bacon. Van de Walle, J.A., & Lovin, L.H. (2005). Teaching student-centered mathematics, Grades 5-8. Boston, MA: Allyn & Bacon.

Actions Person Responsible Timeline Resources Source of Funds

Teachers will display lesson plans aligned with the Common Core initiative and Arkansas frameworks, student grades, and classroom news on the Edline website to provide parents with access to school events and information as well as give math-related links for students to practice needed skills. Action Type: Collaboration Action Type: Parental Engagement Action Type: Technology Inclusion

Peggy Squires and Stephanie Newland

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

Computers •Teaching Aids • ACTION

BUDGET:$

Total Budget: $0

WOOSTER ELEMENTARY

Action Report

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Supporting Data:

AUGMENTED BENCHMARK: 3RD GRADE LITERACY EXAM Overall literacy scores for the 2011 Augmented Benchmark Exam for 3rd grade indicated that 83% of the combined population were proficient or advanced. Based on a needs assessment that reflects an in-depth trend analysis of 3rd Grade Augmented Benchmark Exam across all subpopulations in the area of reading, Practical Open Response continues to be a weakness looking at a three-year trend. In the area of writing, content and style continue to be a weakness looking at a three year trend. AUGMENTED BENCHMARK: 4TH GRADE LITERACY EXAM Overall literacy scores for the 2011 Augmented Benchmark Exam for 4th grade indicated that 80% of the combined population were proficient or advanced. Based on a needs assessment that reflects an in-depth trend analysis of 4th Grade Augmented Benchmark Exam across all subpopulations in the area of reading, Open Response in practical and content reading continues to be a weakness looking at a three-year trend. In the area of writing, content and style continue to be weakness looking at a three-year trends. AUGMENTED BENCHMARK: 5TH GRADE LITERACY EXAM Overall literacy scores for the 2011 Augmented Benchmark Exam for 4th grade indicated that 84% of the combined population were proficient or advanced. Based on a needs assessment that reflects an in-depth trend analysis of 5th Grade Augmented Benchmark Exam across all subpopulations in the area of reading, literary open response continues to be a weakness looking at a three-year trend. In the area of writing, content and style continue to be weaknesses looking at a three year trends. It has been determined that the root cause of weak areas across grades 3-5 include insufficient professional development utilizing Ruby Payne's Framework for Understanding Poverty, Marzano's High Yield Strategies, and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL are less than 1% and are not reported due to confidentiality.

1.

NORM REFERENCED TEST: 2011 KINDERGARTEN ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Kindergarten ITBS Exam in the area of reading words, picture cues and reading auditory cues were weak subskills. In the area of language, operational language and verb tense were weak subskills. NORM REFERENCED TEST: 2011 FIRST GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of First Grade ITBS Exam in the area of reading comprehension, story comprehension and sentence comprehension were identified as weak subskills; in the area of spelling, vowel/consonant combinations and affixes were identified as weak subskills; and in language, usage and expression were identified as weak subskills. NORM REFERENCED TEST: 2011 SECOND GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Second Grade ITBS Exam in the area of reading comprehension, story comprehension and sentence comprehension were weak subskills. NORM REFERENCED TEST: 2011 THIRD GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Third Grade ITBS Exam in the area of reading, drawing conclusions and inferring motives in inferences were identified as weak subskills. In addition, spelling, capitalization, and punctuation in language were low for all subpopulations. NORM REFERENCED TEST: 2011 FOURTH GRADE ITBS EXAM Based on a needs assessment that reflects an indepth analysis of Fourth Grade ITBS Exam in the area of reading, nouns and

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modifiers in vocabulary, stated information in factual understanding, interpreting information in new contexts in inferencing, and determining main ideas and analysis in generalizations were identified as weak subskills. In addition, spelling, capitalization, and punctuation in language were low for all subpopulations. NORM REFERENCED TEST: FIFTH GRADE ITBS EXAM Based on a needs assessment that reflects an indepth analysis of Fifth Grade ITBS Exam in the area of reading, modifiers in vocabulary, main ideas and analyzing structure in analysis and generalizations were identified as weak subskills. In addition, spelling, capitalization, and punctuation in language were low for all subpopulations. Root causes of weak areas across grades 3-5 include insufficient professional development utilizing Marzano's High Yield Strategies, Ruby Payne's Framework for Understanding Poverty, and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL are less than 1% and are not reported due to confidentiality. ATTENDANCE: Greenbrier Wooster Elementary met the attendance goal. 3.

Goal

All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include open response items in practical reading passages, content and style writing domains, and writing multiple choice for all subpopulations. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include practical and content reading multiple choice, open response in content reading, content and style writing domains, and writing multiple choice across all subpopulations. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include literary open response, content and style writing domains, and writing multiple choice across all subpopulations.

BenchmarkWooster Elementary exceeded Adequate Yearly Progress in the Combined Population for the 2010-2011 school year. For 2011-2012, we will meet or exceed Adequate Yearly Progress of 85.6%. Combined and all appropriate subpopulations will also meet growth model expectations for the 2011-2012 school year.

Intervention: Parental Engagement

Scientific Based Research: "A Framework for Understanding Poverty." Payne, R. (1998). www.sedl.org/connections ASCD, "What Works in Schools-Translating Research into Action," Marzano, R., 2003. NES, "Whatever It Takes: How Professional Learning Communities Respond When Kids Don't Learn," DuFour, 2004.



An annual meeting will be held to inform parents of their right to be involved in the planning, review, and improvement of parental programs. A Parent's Right to Know information will be posted on the school's website. Action Type: Parental Engagement


None •ACTION BUDGET: $

On-going professional development training will include all the state required trainings including two hours of parental involvement for teachers and three hours of parental involvement training for building administrators. Action Type: Parental Engagement Action Type: Professional Development

Kelli Smith Start: 07/02/2011 End: 06/30/2012


•

Outside Consultants

•

ACTION BUDGET: $

of 50ACSIP


1H. Two Parent/Teacher conferences will be held (fall and spring) to discuss students' progress and address concerns of parents and teachers. Action Type: Parental Engagement

Melanie Vanover

Start: 07/12/2011 End: 06/30/2012


There will be an annual review and update of our School/Parent Compact which will be included in the Student Handbook. A signed and returned handbook signature page will serve as evidence. A district Title I Parent Meeting will be scheduled in the fall to encourage all parents to have input into the Title I program. (Actions 2:A-F) Action Type: Parental Engagement

Melanie Vanover

Start: 07/17/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

1A. The school will prepare informational packets appropriate for the age and grade of each child to encourage communication with parents. These packets will describe: *The school's parental involvement program; the recommeded role of the parent, student, teacher and school *Ways for parents to become involved in the school and their child's education *A survey for the parent regarding their interests concerning volunteering at the school *A schedule of activities planned throughout the school year to encourage parental involvement *A system to allow the parents and teachers to communicate in a regular, two-way meaningful manner with the child's teacher and principal. Action Type: Parental Engagement

Melanie Vanover

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


•


ACTION BUDGET: $

1B. To help our parents in assisting their children our school will schedule Parental Involvement Meetings to discuss the intent of the schoolwide program at which parents are given a report on the state of the school and an overview of: A. What students will be learning. B. How students will be assessed. C. What parents should expect for their child's education. D. How a parent can assist and make a difference in his/her child's education. (ie. Parent Orientation, Title I Parent Meeting, TAG Parent Meeting, Report to the Public, Literacy Night, Math/Science Night, Grandparent's Day, Bookfair, etc.) Action Type: Parental Engagement

Melanie Vanover

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


•

Teachers •Teaching Aids •Title Teachers •

ACTION BUDGET: $

1C. In order to welcome parents into our school, we will use the Volunteer Resource Book listing the interests and availability of volunteers so that school staff may determine how frequently a volunteer would like to participate. The Resource Book will also include options for those who are available to help at home and help match school needs with volunteer interests. Action Type: Parental Engagement

Melanie Vanover

Start: 07/08/2011 End: 06/30/2012

Community Leaders

•

Teachers •

ACTION BUDGET: $

1D. In order to encourage parents to participate as a full partner in the decisions that affect their child and family, our school will include in our school's student handbook the process for resolving parental concerns, including how to define a problem, who to approach first and how to develop solutions. Action Type: Parental Engagement

Melanie Vanover

Start: 07/09/2011 End: 06/30/2012


•ACTION BUDGET: $

1F. In order to take advantage of community resources our school will continue to support our established Parent Teacher Organization which fosters parental and community involvement within the school. Leaders of this organization shall be utilized in appropriate decisions affecting the children and families. Action Type: Parental Engagement

Melanie Vanover

Start: 07/10/2011 End: 06/30/2012


•

Teachers •Title Teachers •

ACTION BUDGET: $

of 50ACSIP


1G. The principal will designate one certified staff member who is willing to serve as a parent facilitator in order to help organize meaningful training for staff and parents; promote and encourage a welcoming atmosphere to foster parental involvement in the school; and to undertake efforts to ensure that parental participation is recognized as an asset to the school. This designee will attend the state parental involvement conference to acquire skills to increase involvement of low socioeconomic parents. Action Type: Parental Engagement

Melanie Vanover

Start: 07/11/2011 End: 06/30/2012


•ACTION BUDGET: $

1I. Teachers will provide instruction to parents on how to incorporate developmentally appropriate learning activities in the home environment. These will include the following without limitations: *Role plan and demonstration by trained volunteers *The use of and access to Department of Education website tools for parents *Assistance with nutritional meal planning and preparation *Other strategies or curricula developed or acquired by the district for at-home parental instruction approved by the Department of Education. Action Type: Parental Engagement

Melanie Vanover

Start: 07/15/2011 End: 06/30/2012


1J. Parents will be encouraged to engage in other activities determined by the school to help a parent assist in his or her child's learning. Parents are given the opportunity to receive daily e-mail announcements, follow the school on Twitter, and "like" Wooster Elementary on Facebook, giving them information concerning school events and opportunities to become involved in the education of their children. Action Type: Parental Engagement

Kelli Smith and Tally Mars

Start: 07/16/2011 End: 06/30/2012


•

Computers •Teachers •

ACTION BUDGET: $

2A. Staff members will provide assistance to parents in understanding content, how to monitor a child's progress, standards, and academic assessments. (Parent Nights, Parent-Teacher conferences, volunteer logs, daily e-mails to parents, etc.) Action Type: Parental Engagement

Melanie Vanover and Tally Mars

Start: 07/17/2011 End: 06/30/2012


•


ACTION BUDGET: $

2B. A Parent Center consisting of student and parent reading materials, take-home materials, and magazines providing parents tips to improve academic achievement of their children. Parent Nights also serve as an opportunity to help parents assist their child in reaching academic success. Action Type: Parental Engagement

Melanie Vanover

Start: 07/18/2011 End: 06/30/2012


•


ACTION BUDGET: $

2C. School staff and outside consultants will educate teachers, principals, and other staff in the importance of effective communication, value and utility of contributions of parents. (i.e., parental involvement inservices, etc.) Action Type: Parental Engagement

Kelli Smith and Melanie Vanover

Start: 07/19/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

2D. Parental Involvement policy will be evaluated to assess coordination and integration of parental involvement programs and activities. Action Type: Parental Engagement

Melanie Vanover

Start: 07/20/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

of 50ACSIP


2E. Staff will ensure that information related to school and parent programs is sent to parents, including disabled parents, in a practical, understandable format. (i.e., Edline, weekly newsletters, communication folders, daily e-mails, district and school websites, etc.) Action Type: Parental Engagement


Start: 07/21/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

2F. Staff will provide other reasonable support for parental involvement activities as parents may request. (PTO meetings, PTO board consisting of parents and staff members, Parent Nights, daily e-mails, etc.) Action Type: Parental Engagement

Melanie Vanover

Start: 07/22/2011 End: 06/30/2012


•

Teachers •

ACTION BUDGET: $

Building leadership team will review policies and procedures that may present barriers to all students' achievement, as well as to review, organize, and analyize data from the focus areas of student needs, curriculum and instruction, professional development, family and community involvement, and school context/organization. Action Type: Parental Engagement


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


•

Teachers •

ACTION BUDGET: $

Parents will be welcomed to visit the school through opportunities for service through the volunteer programs. Volunteer sign-in sheets and daily volunteer logs will be maintained throughout the school year. This PROGRAM EVALUATION revealed a 15% increase in the number of volunteers for the 2010-2011 school year. Providing these opportunities for parental involvement will continue to be a focus for the 2011-2012 school year. Action Type: Parental Engagement Action Type: Program Evaluation

Melanie Vanover

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


•

Community Leaders

•

Teachers •

ACTION BUDGET: $

Materials will be purchased for a parent center to assist with parenting ideas and practices and to help parents in helping their children achieve academic success. Action Type: Parental Engagement

Melanie Vanover

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

Teaching Aids •Title I - Materials & Supplies:

$250.00

ACTION BUDGET:

$250

Parents will be given the opportunity to receive daily e-mail announcements, Twitter, Facebook, AlertNow automated phone system, and weekly newsletters giving them information concerning upcoming school events and opportunities for them to become involved in the education of their children. Action Type: Parental Engagement

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


Teachers will provide reports of students' grades and develop on-line lesson plans and newsletters for parents and students to refer to at home or on any computer connected to the internet using Edline class pages. Action Type: Parental Engagement


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

Computers •ACTION BUDGET: $

3. The school's parental involvement plan will be posted on the school's website and revised annually. Action Type: Parental Engagement


ACTION BUDGET: $

of 50ACSIP


4. The school will conduct an annual, stand alone, Title I Meeting to inform parents about their rights, their benefits, the schoolwide program authority, and the ability of the school to consolidate funds from federal, state, and local sources. Action Type: Parental Engagement



•ACTION BUDGET: $

5. The school will provide parents of students receiving Title I services information about the following components: a. Parents Right to Know, b. Annual Report Card, c. Individual Student's Assessment Report, d. Progress Review, e. Written State Compliant Procedures, f. Parental Communication, g. Disabled parents to ensure meaningful participation in Title I, Part A Programs. Action Type: Parental Engagement


Start: 07/25/2011 End: 06/30/2012

ACTION BUDGET: $

Total Budget: $250


Supporting Data:

AUGMENTED BENCHMARK: 3RD GRADE MATH EXAM Overall math scores for the 2011 Augmented Benchmark Exam for 3rd grade indicated that 89% of the combined population were proficient or advanced. Based on a needs assessment that reflects an in-depth trend analysis of 3rd Grade Augmented Benchmark Exam across all subpopulations in the area of math, open response in algebra, geometry, and data analysis in combined populations, and open responses in all math strands for the economically disadvantaged and IEP sub populations continue to be weaknesses in looking at a three year trend analysis. AUGMENTED BENCHMARK: 4TH GRADE MATH EXAM Overall math scores for the 2011 Augmented Benchmark Exam for 4th grade indicated that 83% of the combined population were proficient or advanced. Based on a needs assessment that reflects an in-depth trend analysis of 4th Grade Augmented Benchmark Exam in the combined population in the area of math, open response in measurement, data analysis, geometry, and algebra continue to be weaknesses in looking at a three-year trend; and in the economically disadvantaged and IEP populations, open response in all math strands continue to be a weakness in looking at a three-year trend. AUGMENTED BENCHMARK: 5TH GRADE MATH EXAM Overall math scores for the 2011 Augmented Benchmark Exam for 5th grade indicated that 92% of the combined population were proficient or advanced. Based on a needs assessment that reflects an in-depth trend analysis of 5th Grade Augmented Benchmark Exam across all subpopulations in the area of math, open response in the geometry and measurement continue to be weaknesses in looking at a three-year trend; in the econoimcally disadvantaged and the IEP subpopulations, open response across all math strands continue to be a weakness in looking at a three-year trend. Root causes of weak areas across grades 3-5 include insufficient professional development utilizing Marzano's High Yield Strategies and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL are less than 1% and are not reported due to confidentiality.

1.

NORM REFERENCED TEST: KINDERGARTEN ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Kindergarten ITBS Exam in the area of math, problem solving, number properties & operations, and measurement were weak subskills. NORM REFERENCED TEST: FIRST GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of First Grade ITBS Exam in the area of math concepts, number properties and operations, algebraic concepts, and measurement were identified as weak subskills, and in the area of math problems, relationships and trends, comparing quantities, and single steps were weak subskills.

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NORM REFERENCED TEST: SECOND GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Second Grade ITBS Exam in the area of math concepts, number properties and operations, measurement, and geometry were identified as weak subskills, and in the area of math problems, relationships and trends, multi steps, and single steps were identified as weak subskills. NORM REFERENCED TEST: THIRD GRADE ITBS EXAM Based on a needs assessment that reflects an in-depth analysis of Third Grade ITBS Exam in the area of math across all subpopulations, standard rounding and number sense in estimation, reading amounts and comparing quantities in data interpretation, and algebra and measurment in math concepts were identified as weak subskills. NORM REFERENCED TEST: FOURTH GRADE ITBS EXAM Based on a needs assessment that reflects an indepth analysis of fourth grade ITBS Exam in the area of math across all subpopulations, approaches and procedures, single steps, and multiple steps in problem solving, algebra and geometry in math concepts, and rounding in estimation were identified as weak subskills. NORM REFERENCED TEST: FIFTH GRADE ITBS EXAM Based on a needs assessment that reflects an indepth analysis of Fifth Grade ITBS Exam in the area of math across all subpopulations, multiple steps in problem solving, algebra and probability/statistics in math concepts, and number sense and order of magnitude in estimation were identified as weak subskills. Root causes of weak areas across grades 3-5 include insufficient professional development utilizing Marzano's High Yield Strategies and resources for technology integration to increase student engagement. Overall, the racial diversity and ELL are less than 1% and are not reported due to confidentiality. ATTENDANCE: Greenbrier Wooster Elementary met the attendance goal. 3.

Goal

All third grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include responding to math open response items particularly in the data analysis, geometry, and algebra strands. All fourth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include responding to open response items in measurement and data analysis and probability strands. All fifth grade students will exhibit proficiency on the 2011-2012 Augmented Benchmark Exam. The focus of instruction will include responding to open response items in geometry and measurement.

BenchmarkWooster Elementary exceeded Adequate Yearly Progress for the 2010-2011 school year. For 2011-2012, we will meet or exceed Adequate Yearly Progress of 85%. Combined and all appropriate subpopulations will also meet growth model expectations for the 2011-2012 school year.

Intervention: Implement standards-based math curriculum

Scientific Based Research:



Teachers will display class assignments aligned with Common Core State Standards and Arkansas frameworks, student grades, and classroom news on the Edline website to provide parents with access to school events and information as well as give math-related links for students to practice needed skills.


Computers •Teachers • ACTION

BUDGET:$

of 50ACSIP


Action Type: Parental Engagement Action Type: Technology Inclusion

Total Budget: $0

of 50ACSIP


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