School Plan - core-docs.s3.amazonaws.com · The Attendance Rate for the 2012-2013 school year was...
Transcript of School Plan - core-docs.s3.amazonaws.com · The Attendance Rate for the 2012-2013 school year was...
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 1/29
School Plan
BEEBE HIGH SCHOOL1201 W. CENTER ST.,BEEBE, AR 72012
Arkansas Comprehensive School Improvement Plan
2014-2015
Beebe High School pledges to prepare our students for the challenges of education, work and life bypromoting academic excellence, character, and citizenship in a safe and supportive environment.
Grade Span: 9-12 Title I: Not Applicable School Improvement: SI_2
Table of Contents
Priority 1: Literacy Goal: Beebe High School is designated as a NEEDS IMPROVEMENT SCHOOL over all. All students will improvereading skills in the areas of Practical Open Response and in the Writing areas of content and style.Priority 2: Mathematics Goal: Beebe High School is in "Needs Improvement" status. All students will demonstrate improvement inmathematics questions pertaining to the Language of Algebra, coordinate geometry and transformations, withemphasis on open response questions.Priority 3: Wellness Goal: Beebe High School is designated as a Needs Improvement School over all. All students will be encouraged todevelop positive lifestyle choices, especially in the areas of nutrition and activity.Priority 4: ELL Goal: Beebe High School is designated as a Needs Improvement School over all. The Beebe High School willprovide support so each school can provide interventions that will help ELL students receive an equitable education inrelation to other students.
Priority 1: Based on the anaylsis of student achievement data the area of literacy has been identified forimprovement.
SupportingData:
1. Priority Narrative: A review of data from the EOC Literacy Exam over a three year period 2011-2014 indicates a weakness in the areas of Practical Open Response at 60.8% and in Content andStyle for Writing at 77.1%. The weakness continued to be a trend in the Targeted AchievementGap Group (TAGG).
2. The 2014 ACT scores were averaged with 2013 and 2012 to get a three year average score. Thethree year average scores are 19.7% in English and 21.1% in Reading.
3. A review of the NRT data indicates the weakest area on the ITBS for 9th grade 2014 to be in thearea of Revising Written Materials (Language Expression) at an NCE of 51%. Total Reading is54%.
4. The Attendance Rate for the 2012-2013 school year was 95.1% at the High School. TheAttendance Rate for the 2011-2012 school year was 96.9% at the High School. The AttendanceRate for the 2010-2011 school year was 96.92% at the High School. The Attendance Rate for2009-2010 was 97.5% at the High School.
5. The Graduation Rate for Beebe High School in 2012-2013 was 84.1%. The Graduation Rate forBeebe High School in 2011-2012 was 85.1%. The Graduation Rate for Beebe High School in2010-2011 was 85.1%. The Graduation Rate for Beebe High School in 2009-2010 was 80.8%.
Goal Beebe High School is designated as a NEEDS IMPROVEMENT SCHOOL over all. All students will improvereading skills in the areas of Practical Open Response and in the Writing areas of content and style.
Benchmark
Benchmark 1: Beebe High School students did not meet the expected state Annual Measurable Objective(AMO) performance level of 79.00% in Literacy for Combined Population in 2014 with a combinedperformance level of 74.64%. The Targeted Achievement Gap Group for 2013-2014 did not meet theexpected state AMO performance level of 70.75% in Literacy with a score of 61.45%. The 2015 stateexpected AMO Goal is 81.33% for Combined Population and 74.00% for TAGG.
Intervention: A. Beebe High School will implement instructional strategies to improve student performance onreading, open response, and writing sections of state assessments.
Scientific Based Research: Silver, Harvey F., R. Thomas. Dewing, Matthew J. Perini, and Heidi Hayes. Jacobs. TheCore Six: Essential Strategies for Achieving Excellence with the Common Core. Alexandria, VA: ASCD, 2012. Print.Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and Continuous School Improvement(CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System.
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 2/29
Larchmont, NY: Eye on Education, 2011. Print.
Actions PersonResponsible Timeline Resources Source of Funds
Step 3: All teachers will attend at least60 hours of professional developmenteach year.Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion
Scott Embrey,Assistantsuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffOutsideConsultants
ACTION BUDGET: $
Step 5: District curriculum specialistswill research and communicate bestpractices to the staff.Action Type: AIP/IRIAction Type: CollaborationAction Type: Professional Development
AnnitaBlauser,literacyspecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Step 4: Special education teachers whoadminister portfolio assessments will betrained.Action Type: Professional DevelopmentAction Type: Special EducationAction Type: Technology Inclusion
Joyce Sullivan,specialeducationsupervisor
Start:07/01/2014End:06/30/2015
District StaffOutsideConsultants
ACTION BUDGET: $
Step 6: New teachers will be assignedAAIM Mentors who will provide supportthrough weekly interactions involvingplanning, curriculum, and instructionalstrategies, in addition to othernecessary requirements. Experiencedteachers new to the district will workwith a district mentor who will helpthem become familiar with proceduresthat include lesson preparation, utilizingpacing guides, and routines that arecommon to their new school setting.Action Type: Collaboration
Scott Embrey,assistantsuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTION BUDGET: $
Step 2: Reading materials will bepurchased as needed for the literacycurriculum. Most low socioeconomicstudents have limited access totechnology in their homes. To improvestudent learning through hands-ontechnology, students will be able toaccess various software and on-lineresources in the classroom to reachgrade-level performance. In 2014-2015100 new chrome books will bepurchased. Action Type: EquityAction Type: Professional Development
ScottJennings, MikeTarkington,Annita Blauser
Start:07/01/2014End:06/30/2015
OutsideConsultantsTeachers
NSLA(State-281) -CapitalOutlay:
$7600.00
NSLA(State-281) -Materials&Supplies:
$52031.17
ACTIONBUDGET: $59631.17
Step 7: Teachers will use a variety ofhigh yield teaching strategies toimprove reading skills across thecurriculum.Action Type: Professional Development
MikeTarkington, 9-10 principal
Start:07/01/2014End:06/30/2015
District StaffACTION BUDGET: $
Step 1: (E-1.1) Teachers will administermonthly multiple choice target tests inreading comprehension and writing toall 9th, 10th, and 11th grade students.(E-1.2) Teachers will document resultsfrom target tests. (E-1.3) Target testshave been replaced with TLI (TheLearning Institute) for a more accuratetesting and to cover all areas of reading
AnnitaBlauser,LiteracySpecialist
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffTeachers
ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 3/29
and writing. GRADES 9-11 WILLCONTINUE TLI TARGET TESTS BUT THETESTS WILL BE MORE ALIGNED TO THEPARRC ASSESSMENT. THIS WILL BE ABASELINE YEAR FOR GATHERING DATAON TLI PARRC ASSESSMENTS. Resultsof the 2008-2009 Target Tests are:READING) 9th Grade - MC 58.6%correct, OR 2.2 Average Score; 10thGrade - MC 61% correct, OR 2.3Average Score; 11th Grade - MC 70%correct, OR 2.6 Average Score. Resultsof the 2009-2010 TLI tests are:(READING) 9th Grade - MC 52.75%correct, OR 2.5 Average Score; 10thGrade - MC 61% correct, OR 3 AverageScore; 11th Grade - MC 74.5% correct,OR 3.2 Average Score. Results of the2010-2011 TLI Tests are: (READING)9th Grade - MC 55% correct,OR 3.08Average Score; 10th Grade - MC 73%correct,OR 3.05Average Score; 11thGrade - MC 74% correct,OR 3.33Average Score. This shows an overallimprovement in student performancefrom one year to the next. Results ofthe 2011-2012 TLI Tests are:(READING) 9th Grade - MC 75%correct,OR 3.15 Average Score; 10thGrade - MC 68% correct,OR 2.68Average Score; 11th Grade - MC 62%correct,OR 3.4 Average Score. Thisshows an overall improvement instudent performance from one year tothe next. Results of the 2012-2013 TLITests are: (READING) 9th Grade - MC59% correct,OR 3.2 Average Score;10th Grade - MC 66% correct,OR 3.4Average Score; 11th Grade - MC 60%correct,OR 3.3 Average Score. Resultsof the 2013-2014 TLI Tests are:(READING) 11th Grade - MC 46.5%correct, OR 53.7% Average Score.Results of 2009-2010 writing TLI testsare: 9th Grade - MC 45% correct, OR13.9 Average Score; 10th Grade - MC50.7% correct, OR 14.7 Average Score;11th Grade - MC 50.1% correct, OR16.3 Average Score. Results of the2010-2011 writing TLI tests are: 9thGrade - MC 53% correct, OR 16Average Score; 10th Grade - MC 45%correct, OR 16.2 Average Score; 11thGrade - MC 65% correct, OR 16.8Average Score. RESULTS OF THE 2011-2012 WRITING TLI TESTS ARE: 9thGrade - MC 50% correct, OR 15.8Average Score; 10th Grade - MC 59%correct, 16.9 Average Score; 11thGrade - MC 68% correct, 16.6 AverageScore. RESULTS OF THE 2012-2013WRITING TLI TESTS ARE: 9th Grade -MC 51% correct, OR 16 Average Score;10th Grade - MC 58% correct, 14Average Score; 11th Grade - MC 59%correct, 16 Average Score. RESULTS OFTHE 2013-2014 WRITING TLI TESTSARE: 9th Grade - MC 58% correct, OR77%; 10th Grade - MC 52% correct, OR67% 11th Grade - MC 46.5% correct,
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 4/29
OR 76%. TLI tests will continue to beutilized, BUT THE TESTS WILL BE MOREALIGNED WITH THE PARRCASSESSMENT. THIS WILL BE ABASELINE YEAR FOR THE NEWTESTING SYSTEM.Action Type: Program Evaluation
Step 8 - Support for homeless studentswill include the purchase of supplies,materials, and other necessary items toensure educational opportunities similarto all other students. The Beebe SchoolDistrict is fortunate to have asupportive community that assistsfamilies in need through variousprograms, including the CommunityOutreach Center that provides freeclothing and food; the MinisterialAlliance; community churches; the RiceDepot, which provides food to schoolsto distribute to students when theyleave school each day; and donationsfrom community patrons that havebeen set up in a district account. Inaddition, the nearby city of Searcy hasa homeless shelter. The MinisterialAlliance is presently working to build ahomeless shelter in Beebe. Districtfunds will be used to cover the majorityof the costs, but Title I funding will beused to supplement additional needs.Rick Duff, Assistant Superintendent, isthe homeless liaison who works withschool staff and families in identifyingstudents who may qualify as homeless.Administrators, counselors, nurses andsecretaries were provided informationfor determining homelessness. Becauseof the community outreach programs inthe Beebe School District, very littlemoney was expended from the Title Iset-aside in the past. Therefore, theamount budgeted this year will be $150per child based on the number ofstudents identified this past year inNon-Title I schools. Homeless studentsfrom Non-Title I schools will receive ahigher amount per student above Title Ischools so they will receive comparableservices as those students in the Title Ischools. Funding for homeless studentswill be set aside in the district plan. Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement
Rick Duff,HomelessLiaison
Start:07/01/2014End:06/30/2015
Central OfficeCommunityLeaders
ACTION BUDGET: $
Total Budget: $59631.17
Intervention: B. Beebe High School will provide opportunities for parental involvement to promote studentachievement.
Scientific Based Research: Dervarics, Chuck and Eileen O'Brien. "Back to School: How Parent Involvement AffectsStudent Achievement (at a glance)" Center for Public Education. Aug. 30, 2011. Sept. 13, 2012. Wilson-Fleming,LaTerra and Dylinda Wilson-Younger, Ph.D. "Positive Classroom Environments= Positive Academic Results." AlcornState University. Oct. 22, 2012.
Actions PersonResponsible
Timeline Resources Source of Funds
Step 7: Parent facilitators serve asliaison between parents and school for
JudyAlexander and
Start:07/01/2014 Teachers
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 5/29
BHS building. Building facilitatorsprepare informational packets forparents about their child's school. Action Type: CollaborationAction Type: Parental Engagement
TorreyMcNully,parentfacilitators
End:06/30/2015
ACTION BUDGET: $
Step 6: All teachers will attend at leasttwo hours of professional developmentin parental involvement according toADE requirements. Teachers will begiven specialized training on ways toinvolve parents in their child's education,especially parents of limited Englishproficiency, immigrant children, and lowsocio-economic children.Action Type: CollaborationAction Type: Parental EngagementAction Type: Professional Development
Scott Embrey,assistantsuperintendent
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Step 4: The student handbook willinclude information encouraging parentsto communicate regularly with theschool about their child's progress.Parent/teacher conferences arescheduled during the school year. Theconference will include a parent meetingabout the literacy curriculum and areport to the public.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Special Education
Scott Jenningsand MikeTarkington,principals
Start:07/01/2014End:06/30/2015
School LibraryACTION BUDGET: $
Step 5: A parent center, staffed with aparent coordinator (.17 FTE), provideseducational materials for parents tocheck out and use with their children. Acopy machine is rented for reproducingmaterials for parent use. A ParentInvolvement Meeting, a public report tothe community concerning the state ofthe school, student performance andexpectations, and parent involvement inachieving the goals of the school, will beheld during the school year. Action Type: Parental Engagement
Patti Mathis,parentcoordinator
Start:07/01/2014End:06/30/2015
District StaffNSLA(State-281) -EmployeeBenefits:
$1312.50
NSLA(State-281) -EmployeeSalaries:
$4833.33
ACTIONBUDGET: $6145.83
Step 3: Parents of remediated studentswill be provided with a written copy ofthe Academic Improvement Plan (AIP).Any student failing to achieve theestablished standard on the ArkansasComprehensive Assessment Programexams shall be evaluated by schoolpersonnel, who shall jointly develop withthe student's parents an AIP to assistthe student in achieving the expectedstandard in subject areas whereperformance is deficient. The AIP shalldescribe the parent's role andresponsibility as well as theconsequences for the student's failure toparticipate in the plan.Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Parental Engagement
TravisBarrentine andShelmaWinningham,assistantprincipals
Start:07/01/2014End:06/30/2015
District StaffACTION BUDGET: $
Step 8: Members of an active volunteercommittee serve as partners in decisionmaking and other activities, and the
Patti Mathis,parent centercoordinator;
Start:07/01/2014End:
AdministrativeStaff ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 6/29
school administration supports theformation of a formal Parent/TeacherAssociation or Parent/TeacherOrganization (PTA/PTO) whencommunity interest warrants.Action Type: CollaborationAction Type: Parental Engagement
JudyAlexander andTorreyMcNully,parentfacilitators
06/30/2015
Step 1 (E-1.1) The Family Centercoordinator will collaborate with ourparent facilitators to conduct a needsassessment survey at the beginning ofthe school year to determine how thedistrict can better collaborate andcommunicate with parents in meetingthe needs of students. ALL STUDENTSWILL TAKE THE PARRC ASSESSMENT.(E-1.2) Sign-in sheets at the parentcenter and at parent/teacherconferences will be used to identify thenumber of parents responding to variousprograms within the district. DATA FROMTHE PARRC ASSESSMENT WILL BECOLLECTED. (E-1.3) The district will usethe results of the yearly needsassessment survey conducted by theFamily Center Coordinator to improvecollaboration with parents. In 2008-200954% of parents 9-12 attended openhouse and/or parent teacherconferences; in 2009-2010 41% ofparents 9-12 attended open houseand/or parent teacher conferences; in2010-2011 44% of parents 9-12attended open house. In 2011-201252% of parents 9-12 attended openhouse. In 2012-2013 55% of 9-12parents attended open house. In 2013-2014 47% of 9-12 parents attendedopen house. DATA FROM THE PARRCASSESSMENT WILL BE ANALYZED TODETERMINE STUDENT ACHIEVEMENT.THIS IS A BASELINE YEAR FORCOLLECTING PARRC INFORMATION.Action Type: CollaborationAction Type: Parental Engagement
JudyAlexander andTorreyMcNully,ParentFacilitators;Patti Mathis,Family CenterCoordinator
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Total Budget: $6145.83
Intervention: C. Beebe High School will align the curriculum to promote student achievement.
Scientific Based Research: DuFour, Richard, et al. Learning by Doing: A Handbook for Professional LearningCommunities at Work. 2nd ed. Solution Tree Press, 2010. Jago, Carol. With Rigor for All: Meeting Common CoreStandards for Reading Literature. 2nd ed. Portsmouth, NH: Heinemann, 2011. Print.
Actions PersonResponsible Timeline Resources Source of Funds
Step 1: (E-1.1)Pacing guides will beupdated according to the TotalInstructional Alignment (TIA) programand will be utilized throughout theschool year. (E-1.2) TLI (The LearningInstitute) assessments will beadministered and the results analyzedthroughout the school year. GRADES9-11 WILL BEGIN TARGET TESTSMORE ALIGNED WITH THE PARRCASSESSMENT. THIS WILL BE ABASELINE YEAR FOR GATHERINGDATA. (E-1.3) This is the seventh yearfor gathering data in implementation
Annita Blauser,literacyspecialist
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 7/29
in TIA. Results of the 2008-2009target tests are: 9th Grade - MC58.6% correct, OR 2.2 Average Score;10th Grade - MC 61% correct, OR 2.3Average Score; 11th Grade - MC 70%correct, OR 2.6 Average Score.Results of the 2009-2010 TLI Testsare: 9th Grade - MC 52.75% correct,OR 2.5 Average Score; 10th Grade -MC 61% correct, OR 3 Average Score;11th Grade - MC 74.5% correct, OR3.2 Average Score. Results of the2010-2011 TLI Tests are: (READING)9th Grade - MC 55% correct, OR 3.08Average Score; 10th Grade - MC 73%correct, OR 3.05Average Score; 11thGrade-MC 74% correct, OR 3.33Average Score. RESULTS OF THE2011-2012 TLI TESTS ARE: READING)9th Grade - MC 75% correct, OR 3.15Average Score; 10th Grade -MC 68%correct, OR 2.68 Average Score; 11thGrade - MC 62% correct, OR 3.4Average Score. Results of the 2012-2013 TLI Tests are: (READING) 9thGrade - MC 59% correct,OR 3.2Average Score; 10th Grade - MC 66%correct,OR 3.4 Average Score; 11thGrade - MC 60% correct,OR 3.3Average Score. Results of the 2013-2014 TLI Tests are: (READING) 11thGrade - MC 51.9% correct, OR 53.7Average Score. Writing TLI tests wereimplemented for the 2009-2010school year. Results of 2009-2010writing target test are: 9th Grade - MC45% correct, OR 13.9 Average Score;10th Grade - MC 50.7% correct, OR14.7 Average Score; 11th Grade - MC50.1% correct, OR 16.3 AverageScore. Results of 2010-2011 writingTLI test are: 9th Grade - MC 53%correct, OR 16 Average Score; 10thGrade - MC 45% correct, 16.2Average Score; 11th Grade - MC 65%correct, 16.8 Average Score. RESULTSOF THE 2011-2012 WRITING TLI TESTARE: 9th Grade - MC 50% correct, OR15.8 Average Score; 10th Grade - MC59% correct, OR 16.9 Average Score;11th Grade - MC 68% correct, OR16.6 Average Score. RESULTS OF THE2012-2013 WRITING TLI TESTS ARE:9th Grade - MC 51% correct, OR 16Average Score; 10th Grade - MC 58%correct, 14 Average Score; 11th Grade- MC 59% correct, 16 Average Score.RESULTS OF THE 2013-2014 WRITINGTLI TESTS ARE: 9th Grade - MC 58%correct, OR 77%; 10th Grade - MC52% correct, OR 67%; 11th Grade -MC 46.5% correct, OR 46.5%. TLITESTS WILL CONTINUE TO BE USED,BUT NEW TESTS WILL BE ALIGNEDWITH THE PARRC ASSESSMENT. THISWILL BE THE BASELINE YEAR FORGATHERING DATA ON THIS TYPE OFASSESSMENT.Action Type: Program EvaluationAction Type: Technology Inclusion
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 8/29
Step 2: Teachers and administratorswill analyze the results of local(formative), state (summative), andnational assessments to verify thecurriculum is aligned both verticallyand horizontally. District staff willprovide training for all teachers usingThe Learning Institute online program.Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: ProfessionalDevelopmentAction Type: Technology Inclusion
Scott Embrey,assistantsuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffTeachers
NSLA(State-281) -PurchasedServices:
$22500.00
ACTIONBUDGET: $22500
Step 3: Special Education teachersand aides will work with regularclassroom teachers to align students'IEP's (Individual Education Plan) withthe district curriculum and stateframeworks. Parents will receivewritten copies of IEP's.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Special Education
Joyce Sullivan,specialeducationsupervisor
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Step 4: 11th grade sudents will havethe opportunity to participate in theACT assessment free of charge, basedon state guidelines. This will givesome students the opportunity to testwho might not otherwise have beenable to participate.Action Type: AlignmentAction Type: Equity
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
District StaffOutsideConsultants
NSLA(State-281) -PurchasedServices:
$8000.00
ACTIONBUDGET: $8000
Total Budget: $30500
Intervention: D. Beebe High School will continue a "response to intervention" plan for low achieving students.
Scientific Based Research: Charles, PhD; Dexter, Douglas PhD. "Field Studies of RTI Programs, Revised." RTIAction Network, National Center for Learning Disabilities, Inc., 2012. Bernhardt, Victoria L., and Connie L. Hébert.Response to Intervention (RTI) and Continuous School Improvement (CSI): Using Data, Vision, and Leadership toDesign, Implement, and Evaluate a Schoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print.
Actions PersonResponsible Timeline Resources Source of Funds
Step 1: (E-1.1) Teachers willimplement response to interventionmodifications. (E-1.2) Response tointerventions modifications will berecorded by teachers. Teachers willdocument response to interventionmodifications to collect data showingfrequency and continuity. (E-1.3) Datafrom summative and formativeassessments will be compared yearly.Attendance will be monitored in RTI.(E-1.4) Attendance records for RTI willbe collected. (E-1.5) 2010-2011 wasthe baseline year for gatheringattendance data in regards to RTI dueto restructuring of our program.Language Arts RTI focused mainly onjuniors for the first year - 2010-2011.91% of juniors attended RTI for 2010-2011. From the first TLI test to thefinal test, juniors showed animprovement from 51% to 80% correctin Writing Multiple Choice. Studentsshowed a steady improvement from
Scott Jenningsand MikeTarkington,principals
Start:07/01/2014End:06/30/2015
ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 9/29
2.9 to 3.8 in Reading Open Responseand an improvement from 16.6 to 17.3in Writing Open Response. 60% ofjuniors attended RTI for 2011-2012.From the first TLI test to the final test,juniors showed an improvement from68% to 76% correct in Writing MultipleChoice. Students showed a steadyimprovement from 2.9 to 3.1 inReading Open Response and animprovement from 15.2 to 16.4 inWriting Open Response. 84% of juniorsattended RTI for 2012-2013. From thefirst TLI test to the final test, juniorsshowed an improvement from 53% to66% correct in Writing Multiple Choice.Students showed a steady success withscores of approximately 3.2 in ReadingOpen Response and an improvementfrom 15.6 to 15.8 in Writing OpenResponse. 30% of juniors attended RTIfor the 2013-2014 school year. Fromthe first TLI test to the final test,juniors showed an improvement from40 to 46 correct in Writing MultipleChoice. Students scored about thesame from the first test to the final testin Reading Open Response with a scoreof 4.4. Action Type: AIP/IRIAction Type: EquityAction Type: Program Evaluation
Step 3: All teachers will attend at least60 hours of professional developmenteach year.Action Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion
Scott Embrey,assistantsuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffOutsideConsultants
ACTION BUDGET: $
Step 2: In accordance with Act 35 ofthe Second Extraordinary LegislativeSession, school personnel will workwith students' parents to develop anAcademic Improvement Plan for thosestudents scoring below proficiency onstate assessments. The AIP willdescribe the parent's role andresponsibilities as well as theconsequences for the student's failureto participate in the plan. Students whodo not achieve established standards incoursework will be retained or losecourse credit. Action Type: AIP/IRIAction Type: EquityAction Type: Parental EngagementAction Type: Special Education
ShelmaWinninghamand TravisBarrentine,assistantprincipals
Start:07/01/2014End:06/30/2015
AdministrativeStaffPerformanceAssessments
ACTION BUDGET: $
Step 4: District curriculum specialistswill research and communicate bestpractices to the staff. Action Type: CollaborationAction Type: Professional Development
AnnitaBlauser,literacyspecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Step 5: Special education teachers whoadminister portfolio assessments willbe trained. Action Type: Professional DevelopmentAction Type: Special EducationAction Type: Technology Inclusion
Joyce Sullivan,specialeducationsupervisor
Start:07/01/2014End:06/30/2015
District StaffOutsideConsultants
ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 10/29
Step 6: Instructional aides will beassigned to language arts and mathclasses with large numbers of inclusionstudents. Teachers will continuetraining in and implementation of co-teaching strategies in inclusionclassrooms. Action Type: AIP/IRIAction Type: CollaborationAction Type: EquityAction Type: Professional DevelopmentAction Type: Special Education
Scott Jenningsand MikeTarkington,principals
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTION BUDGET: $
Step 8: Provide summer school, staffedwith certified teachers, for studentswho are below grade level in literacy.Students will take on-line courses ingrades 9-12. Certified teachers willfacilitate and coordinate with onlineinstructors for 8 hours per day for 20days during the month of June at arate of $25.00 per hour. The number ofteachers needed will be based on thenumber of students enrolled in summerschool.Action Type: AIP/IRIAction Type: Equity
TravisBarrentine,assistantprincipal
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
NSLA(State-281) -EmployeeSalaries:
$10000.00
NSLA(State-281) -EmployeeBenefits:
$2220.00
ACTIONBUDGET: $12220
Step 9: Computer labs will be updatedwith new computers every seven years.Audio-visual technology will be utilizedto enhance instruction and provideimmediate feedback to both studentsand teachers. Renaissance Place will beused to assess student reading.Action Type: Technology Inclusion
Scott Jenningsand MikeTarkington,principals
Start:07/01/2014End:06/30/2015
ComputersDistrict StaffPerformanceAssessmentsTeachers
ACTION BUDGET: $
Step 10: An additional class periodadded to the regular school dayprovides enrichment for students inspecified areas of weakness identifiedby classroom teachers and TLI tests.Action Type: AIP/IRIAction Type: Collaboration
AnnitaBlauser,literacyspecialist
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTION BUDGET: $
Total Budget: $12220
Intervention: E. Professional Learning Communities (PLC) will utilize The Learning Institute and Target Testing toalign the curriculum to promote student achievement.
Scientific Based Research: DuFour, Richard, et al. Learning by Doing: A Handbook for Professional LearningCommunities at Work. 2nd ed. Solution Tree Press, 2010. Reardon, Sean F., et all. "Trends in AcademicAchievement GAps in the Era of No Child Left Behind." 2012
Actions PersonResponsible Timeline Resources Source of
Funds
Step 2: Professional Learning Communitymeetings will be held to analyze summative andlocal (formative) test data and determine gapsand/or repetitions in the curriculum.Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development
Scott Jennings,principal; MikeTarkington;principal,Annita Blauser,literacyspecialist
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
Step 3: The ACSIP will be revised annuallybased on the analysis of new supporting data.Action Type: CollaborationAction Type: Parental Engagement
Rick Duff,assistantsuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
Step 4: Teachers and administrators will analyzethe results of local (formative), state
Scott Embrey,assistant
Start:07/01/2014 Administrative
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 11/29
(summative), and national assessments toverify the curriculum is aligned both verticallyand horizontally.Action Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Professional Development
superintendent End:06/30/2015
StaffTeachers
ACTIONBUDGET:
$
Step 1:(E 1.1) PLC will update Pacing guidesaccording to the Total Instructional Alignment(TIA) program and will be utilized by teachersfor instructional purposes. A selected team ofteachers will be using the Literacy DesignCollaborative (LDC) for the implementation ofthe Common Core State Standards. (E 1.2) TLI(The Learning Institute) assessments will beadministered and the results analyzedthroughout the school year. TARGET TESTSWILL REFLECT THE CHANGES ASSOCIATEDWITH THE PARRC ASSESSMENT. THIS WILL BEA BASELINE YEAR IN COLLECTING DATA. (E1.3) Results of the 2009-2010 Reading TargetTests are: 9th Grade - MC 52.75% correct, OR2.5 Average Score; 10th Grade - MC 61%correct, OR 3 Average Score; 11th Grade - MC74.5% correct, OR 3.2 Average Score. Resultsof the 2010-2011 Target Tests are: (READING)9th Grade - MC 55% correct,OR 3.08 AverageScore; 10th Grade - MC 73% correct,OR3.05Average Score; 11th Grade - MC 74%correct,OR 3.33 Average Score. RESULTS OFTHE 2011-2012 READING TARGET TESTS ARE:9th Grade-MC 75% correct,OR 3.15 AverageScore; 10th Grade-MC 68% correct,OR 2.68Average Score; 11th Grade - MC 62%correct,OR 3.4 Average Score. Results of the2012-2013 TLI Tests are: (READING) 9th Grade- MC 59% correct,OR 3.2 Average Score; 10thGrade - MC 66% correct,OR 3.4 Average Score;11th Grade - MC 60% correct,OR 3.3 AverageScore. Results of the 2013-2014 TLI Tests are:(READING) 9th-10th - Reading target tests werenot given. 11th Grade - MC 51.9% correct, OR53.7% Writing target tests were implementedfor the 2009-2010 school year. Results of 2009-2010 writing target test are: 9th Grade -MC45% correct,OR 13.9 Average Score; 10thGrade-MC 50.7%correct,OR 14.7 AverageScore; 11th Grade - MC 50.1% correct, OR 16.3Average Score. Results of 2010-2011 writingtarget test are: 9th Grade - MC 53% correct, OR16 Average Score; 10th Grade - MC 45%correct, 16.2 Average Score; 11th Grade - MC65% correct, 16.8 Average Score. RESULTS OFTHE 2011-2012 WRITING TARGET TEST ARE:9th Grade - MC 50% correct,OR 15.8 AverageScore; 10th Grade - MC 59% correct, 16.9Average Score; 11th Grade - MC 68% correct,16.6 Average Score. RESULTS OF THE 2012-2013 WRITING TLI TESTS ARE: 9th Grade - MC51% correct, OR 16 Average Score; 10th Grade- MC 58% correct, 14 Average Score; 11thGrade - MC 59% correct, 16 Average Score.RESULTS OF THE 2013-2014 WRITING TLITESTS ARE: 9th Grade - MC 58% correct, OR77%; 10th Grade - MC 52% correct, OR 67%;11th Grade - MC 46.5% correct, OR 76%. TLITARGET TESTS WILL CONTINUE TO BEUTILIZED, BUT TESTS WILL BE FORPREPARATION OF THE PARRC ASSESSMENT.
Scott Embrey,assistantsuperintendent;Annita Blauser,literacyspecialist
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 12/29
THIS WILL BE A BASELINE YEAR IN GATHERINGDATA FOR THE NEW TESTS. Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: Program EvaluationAction Type: Special EducationAction Type: Technology Inclusion
Total Budget: $0
Intervention: F. Beebe High School has been identified as a NEEDS IMPROVEMENT school. Both the combinedpopulation and TAG group failed to meet the expected AMO performance level. Beebe High School students in theTAG Group have been identified as needing improvement and will receive instructional strategies that concentrateon specified areas of weaknesses in order to improve student achievement.
Scientific Based Research: Brozo, William G., and Douglas Fisher. "Literacy Starts with the Teachers." EducationalLeadership 67.6 (2010): 74-77. Professional Development Collection. EBSCO. Web. 15 Sept. 2011. Bernhardt,Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and Continuous School Improvement (CSI):Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System.Larchmont, NY: Eye on Education, 2011. Print.
Actions PersonResponsible Timeline Resources Source of Funds
Step 8: AIP records are maintained forall students scoring below Proficiencyon the EOC literacy test. These recordsmust be viewed and signed by theparents. Parents are informed of afterschool tutoring opportunities.Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION BUDGET: $
Step 1 (E1.1) Teachers will implementTotal Instructional Aligned Pacingguides with common assessments withfocus on Open Response questions andEssential Learning Expectations. E1.2)Teachers will administer TLI Tests forthe purpose of assessingcomprehension on Essential LearningExpectations in literacy. GRADES 9-12WILL TAKE TLI TARGET TESTSALIGNED WITH THE PARRCASSESSMENT. E1.3) Data from the TLITests will be analyzed, with focus onthe TAG group. 62% of SES studentswere proficient or advanced on the2011 literacy exam. Beebe High Schoolmet AYP for the SES subpopulation forthe 2010-2011 school year. 72.6% ofSES students were proficient oradvanced on the 2012 literacy examwhich exceeded the AMO of 66.76%.For 2012-2013, the targeted SESsubpopulation was expanded to includethe TAG group. 73.06% of thecombined population was proficient oradvanced on the 2013 literacy exam,3.61% below the expected AMO.55.32% of the TAG group wasproficient or advanced on the 2013literacy exam, 12.18% below theexpected AMO. 61.45% of the TAGgroup was proficient or advanced onthe 2014 literacy exam, 9.3% belowthe expected AMO. Data from the2014-2015 PARRC ASSESSMENT WILLBE COLLECTED AND ANALYZED. THISWILL BE A BASELINE YEAR FORCOLLECTING THIS DATA.
Annita Blauser,LiteracySpecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 13/29
Action Type: AlignmentAction Type: Program EvaluationAction Type: Technology Inclusion
Step 3 The Literacy InstructionalFacilitators from the district and theCo-op provide professionaldevelopment to analyze the data indetermining the causes of thedeficiencies and to determinestrategies to overcome them.Action Type: Professional Development
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
District StaffOutsideConsultants
ACTION BUDGET: $
Step 4 Certified teachers will work withthe tutoring program. (Tutors are paidhourly beyond contracted time, sothere are no FTE's).Action Type: AIP/IRI
TravisBarrentine andShelmaWinningham,AssistantPrincipals
Start:07/01/2014End:06/30/2015
District StaffTeachers
NSLA(State-281) -EmployeeSalaries:
$12000.00
NSLA(State-281) -EmployeeBenefits:
$2700.00
ACTIONBUDGET: $14700
Step 5 Regular Professional LearningCommunity meetings will be held toanalyze TLI Target Test data anddetermine gaps and/or repetitions inthe curriculum. The district LiteracySpecialist provides research basedinstructional practices to addressdeficiencies identified with the TAGgroup and mentors teachers on theirimplementation.Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Technology Inclusion
Annita Blauser,LiteracySpecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Step 6 Response to Interventionclasses will be provided to all studentswho are showing deficiencies inessential learning expectations.Students who need extra help will beplaced in a small group setting with acertified literacy teacher to increasestudent achievement.Action Type: AIP/IRIAction Type: Collaboration
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION BUDGET: $
Step 7 Information gathered in theClassroom Walk-throughs will be usedby the administration to help teachersto monitor instruction.Action Type: Collaboration
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION BUDGET: $
Step 2: Beebe High School studentsdid not meet the expected state AMOperformance level of 79.00% inliteracy for combined population in2014 with a combined performancelevel of 74.64% The TargetedAchievement Gap Group for 2013-2014did not meet the expected state AMOperformance level of 70.75% inliteracy with a score of 61.45%.Action Type: Alignment
Annita Blauser,literacyspecialist
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffTeachers
ACTION BUDGET: $
Total Budget: $14700
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 14/29
Priority 2: All students will demonstrate improvement in mathematics.
SupportingData:
1. Math Priority Narrative: A review of all the data relating to the 2014 EOC Algebra Test for BeebeHigh School Students indicates the lowest strands in MC items was Language of Algebra and Non-Linear Functions. For Open Response results, 4 out of 5 strands average below 50% for theCombined, Economically Disadvantage and Students with Disabilities subpopulations. The overallOR results dropped 0.5% from 2013 to 2014. A review of the data relating to the 2014 EOCGeometry Test for Beebe High School students indicates Coordinate Geometry andTransformations and Triangles are the two weakest strands for MC items. All strands are below50% in OR, with the average in OR dropping 12% from 2013 to 2014. In looking back over aperiod of 3 years, Beebe High School has been within a couple percentage points above or belowthe State Average for MC and OR in all the strands on the EOC Algebra and Geometry. Thepercent of students proficient has held steady with little change. The 2014 9th Grade ITBS NCEfor Mathematics was 51%. This is a drop of 3% from 2013. The ACT Mathematics score for BeebeHigh School students in 2014 dropped 0.6 points from 20.2 in 2013 to 19.6 in 2014. This isslightly below the state average of 19.9. This is the second time in 5 years, Beebe High Schoolhas been below the state average on the Mathematics ACT test.
2. The Attendance rate for Beebe High School in 2010-2011 was 96.92%, in 2011-2012 was 99%,in 2012-2013 was 95.1%.
3. The Graduation Rate for Beebe High School in 2012-2013 was 84.1% The Graduation Rate forBeebe High School in 2011-2012 was 85.1% The Graduation Rate for Beebe High School in 2010-2011 was 80.8%
4.
GoalBeebe High School is in "Needs Improvement" status. All students will demonstrate improvement inmathematics questions pertaining to the Language of Algebra, coordinate geometry andtransformations, with emphasis on open response questions.
Benchmark
Benchmark 1: Beebe High School was deficient in the 2013-2014 school year mathematics AMO goal forALL Students of 80.98 with a 76.80 achievement rate. Beebe High School was also deficient in reachingthe TAGG goal of 75.50% with an achievement rate of 68.72%. The 2014-2015 Combined Populationmust increase 6.29% to meet the AMO Expected Performance level of 83.09%, and the TAGG populationmust increase performance by 9.5% to meet the TAGG AMO of 78.22% in 2014-2015.
Intervention: A. Beebe High School will provide opportunities for ongoing parental involvement to promote studentachievement.
Scientific Based Research: R.L. Curwin, M. Elias, K. Toliver, ect. Better Teaching, Secondary Edition, The TeacherInstitute. Volume 25, No.1, September 2011. Roberts & Vukovic. "The Relation between Parental Involvement andMath Anxiety: Implications for Mathematics Achievement." SREE Fall Conference. 2013. pp. 1-8.
Actions PersonResponsible Timeline Resources Source of
Funds
Step 5- The student handbook will includeinformation encouraging parents to keep opencommunication with the school in resolving anyconcerns that may arise during the school year. Action Type: Parental Engagement
Scott Jenningsand MikeTarkington,principal
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
Step 1-(E 1.1) The Family Center coordinator willcollaborate with our Parent Facilitators toconduct a needs assessment survey at thebeginning of the school year to determine howthe district can better collaborate andcommunicate with parents meeting the need ofthe students. Throughout the year parent inputwill be requested involving various activities. Atthe conclusion of the school year, a survey willbe sent home to parents requesting theiropinions of the parent involvement opportunitiesmade available to them by the school district.(E-1.2) Sign in sheets at the parent center, atparent/teacher conferences will be used toidentify and compare the number of parentsresponding to various programs within thedistrict with preceding years data. A needsassessment survey will be sent to parents at thebeginning of the year. (E-1.3) The district willuse the results of the yearly needs assessmentsurvey conducted by the Family CenterCoordinator to improve collaboration with
Patti Mathis,parent centercoordinator;Judy Alexanderand TorreyMcNully,parentfacilitators
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 15/29
parents. In 2010-2011 44% of parents 9-12attended open house. In 2011-2012 52% ofparents 9-12 attended open house. In 2012-2013 50% of parents 9-12 attended open house.In 2013-2014 47% attended open house. Action Type: CollaborationAction Type: Parental EngagementAction Type: Program EvaluationStep 3- Parent facilitators serves as a liaisonbetween parents and school for BHS. The parentfacilitator will prepare informational packets forparents about the child's school.Action Type: Parental Engagement
Judy AlexanderandTorreyMcNulty,librarians
Start:07/01/2014End:06/30/2015
TeachersACTIONBUDGET: $
Step 4- Parents of remediated students will beprovided with a written copy of the remediationplan.Action Type: AIP/IRIAction Type: Parental Engagement
TravisBarrentine andShelmaWinningham,assistantprincipals
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
Step 6- Members of an active volunteercommittee serve as partners in decision makingand other activities, but the schooladministration supports the formation of aformal PTA/PTO when community interestwarrants.Action Type: CollaborationAction Type: Parental Engagement
Patti Mathis,parent centercoordinator;Judy Alexanderand TorreyMcNully,parentfacilitators
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
Step 7- A parent center, staffed with a parentcoordinator (.17 FTE) and an assistantcoordinator (.13 FTE), provides educationalmaterials for parents to check out and use withtheir children. A copy machine is rented forreproducing materials for parent use. Action Type: CollaborationAction Type: Parental Engagement
Patti Mathis,parent centercoordinator
Start:07/01/2014End:06/30/2015
CommunityLeadersTeaching Aids
ACTIONBUDGET: $
Step 8- The parent/teacher conference willinclude a parent involvement meeting about themath curriculum as well as a public report to thecommunity concerning the state of the school,student performance and expectations, andparent involvement in achieving the goals of theschool.Action Type: Parental Engagement
Belinda Shook,Superintendent
Start:07/01/2014End:06/30/2015
Central OfficeDistrict Staff ACTION
BUDGET: $
Step 2- All teachers will receive two hours ofprofessional development pertaining to ParentalInvolvement as required by the state.Action Type: Parental EngagementAction Type: Professional Development
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
TeachersACTIONBUDGET: $
Step 9-Laptops provided for the 9-10 and 11-12buildings will be utilized to update the schoolwebsite to promote parent/teachercommunication.Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Technology Inclusion
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
Central OfficeComputers ACTION
BUDGET: $
Total Budget: $0
Intervention: B. Professional Learning Communities will utilize The Learning Institute to align the curriculum topromote student achievement.
Scientific Based Research: R.L. Curwin, M. Elias, K. Toliver, ect. Better Teaching, Secondary Edition, The TeacherInstitute. Volume 25, No.1, September 2011. DuFour, DuFour, Eaker, Many. Learning by Doing: A Handbook forProfessional Communities at Work. (Second Ed.). Bloomington, Indiana: Solution Tree Press, 2010. Reardon,Greenberg, Kalogrides, Shores, Valentino. "Trends in Academic Achievement Gaps in the era of No Child LeftBehind." SREE Spring 2012 Conference. pp. 1-4.
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 16/29
Actions PersonResponsible Timeline Resources Source of
Funds
Step 1-(E 1.1) PLC's will update Pacing guidesaccording to the Total Instructional Alignment(TIA) program and will be utilized by teachers forinstructional purposes. (E 1.2) TLI (The LearningInstitute) assessments will be administered andthe results analyzed throughout the year. TLIdata for 2014-2015 will be collected andcompared to Target Test scores collected in 2013-2014. Data from 2010-2011 Target Tests were asfollows: Algebra I MC 48% OR 32%, Alg B MC49% OR 24%, Geometry MC 53% OR 53%, Alg IIMC 53% OR 36%. Data from 2011-2012 TargetTests were as follows: Algebra I MC 56% OR40%, Alg B MC 56% OR 37%, Geometry MC 52%OR 43%, Alg II MC 52% OR 33%. Data from2012-2013 Target Tests were as follows: AlgebraI MC 47% OR 30%, Alg B MC 40% OR 31%,Geometry MC 56% OR 56%, Alg II MC 49% OR38%. Data from 2013-2014 Target Tests were asfollows: Algebra I MC 41% OR 32%, Alg B MC30% OR 18%, Geometry MC 48% OR 40%, Alg IIMC 47% OR 44%. Action Type: AlignmentAction Type: Professional DevelopmentAction Type: Program Evaluation
Scott Embrey,assistantsuperintendent;TheresaGilliam, mathspecialist
Start:07/01/2014End:06/30/2015
ComputersPerformanceAssessmentsTeachers
ACTIONBUDGET: $
Step 3-Regularly scheduled Professional LearningCommunity meetings will be held to analyzesummative and local (formative) test data anddetermine gaps and/or repetitions in thecurriculum.Action Type: AIP/IRIAction Type: AlignmentAction Type: Professional DevelopmentAction Type: Technology Inclusion
Scott Embrey,assistantsuperintendent
Start:07/01/2014End:06/30/2015
ComputersDistrict StaffTeachers
ACTIONBUDGET: $
Step 2-Teachers and administrators will analyzethe results of local (formative), state(summative), and national assessments to verifythe curriculum is aligned both vertically andhorizontally utilizing TLI services.Action Type: AlignmentAction Type: EquityAction Type: Professional DevelopmentAction Type: Special Education
Scott Embrey,assistantsuperintendent
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 4-The ACSIP plan will be revised annuallybased on the analysis of new supporting data.Action Type: CollaborationAction Type: Parental Engagement
Rick Duff,assistantsuperintendent
Start:07/01/2014End:06/30/2015
District StaffPerformanceAssessmentsTeachers
ACTIONBUDGET: $
Step 5- AP and PreAP teachers will implementteaching strategies from Laying The Foundationsa part of the AAIMS program the school hasincorporated in order to promote interest in Mathand Science careers.Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentAction Type: Program EvaluationAction Type: Technology Inclusion
Tammy Deaton,AP Coordinator
Start:07/01/2014End:06/30/2015
CentralOfficeDistrict StaffPerformanceAssessmentsTeachers
ACTIONBUDGET: $
Total Budget: $0
Intervention: C. Beebe High School will implement instructional strategies to improve student performance onmultiple choice questions and performance based tasks.
Scientific Based Research: Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 17/29
Continuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate aSchoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print. Hughes, Charles, PhD; Dexter,Douglas PhD. "Field Studies of RTI Programs, Revised." RTI Action Network, National Center for LearningDisabilities, Inc., 2012.
Actions PersonResponsible Timeline Resources Source of
Funds
Step 5-All teachers will attend at least 60 hoursof professional development each year, includingtechnology and parental involvement hours asrequired by the state. Action Type: EquityAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion
Scott Embry,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffOutsideConsultants
ACTIONBUDGET: $
Step 2-District curriculum specialists willresearch and communicate best practices to thestaff. Action Type: AlignmentAction Type: CollaborationAction Type: Professional Development
TheresaGilliam, MathSpecialist
Start:07/01/2014End:06/30/2015
District StaffOutsideConsultantsTeachers
ACTIONBUDGET: $
Step 3-Teachers will meet and discuss releaseditems from (summative) assessments todetermine areas needing improvement. Action Type: CollaborationAction Type: Special Education
Scott Jenningsand MikeTarkington,Principals;TheresaGillaim, MathSpecialists
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 4-Technological and non-technologicalsupplies will be purchased to provide instructionthat will improve student performance. Action Type: AlignmentAction Type: EquityAction Type: Technology Inclusion
TheresaGilliam, MathSpecialist;Scott Jenningsand MikeTarkington,Principals
Start:07/01/2014End:06/30/2015
Central OfficeDistrict StaffTitle Teachers
ACTIONBUDGET: $
Step 6-Regularly scheduled Professional LearningCommunity meetings will be held to analyze TLITarget Test data and determine gaps and/orrepetitions in the curriculum.Action Type: AlignmentAction Type: Collaboration
TheresaGilliam, MathSpecialist;Scott Jenningsand MikeTarkington,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaffPerformanceAssessmentsTeachers
ACTIONBUDGET: $
Step 7-Certified teachers will work with thetutoring program. Three tutors for grades 9 - 10will each tutor 1.5 hours X 2 days each week, fora total of 3 hours per week @ $25.00 per hour.Tutoring will be held September, 2014 throughMay, 2015. Three tutors for grades 11-12 willtutor students before school from 7:30 am until8:00 am as part of their additional duties fortheir teacher contracts. Tutoring will be heldfrom August 2014 through May 2015.Action Type: AIP/IRIAction Type: Equity
TravisBarrentine,ShelmaWinningham-AssistantPrincipals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 8-The ACSIP plan will be revised annuallybased on the analysis of new supporting data.Action Type: AIP/IRIAction Type: CollaborationAction Type: Equity
Scott Embrey,AssistantSuperindentent
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffPerformanceAssessments
ACTIONBUDGET: $
Step 9-New teachers are assigned Mentors whowill provide support through weekly interactionsinvolving planning, curriculum, and instructionalstrategies, in addition to other necessary
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 18/29
requirements. Experienced teachers new to thedistrict will receive a District Mentor who willhelp them become familiar with procedures thatinclude lesson preparation, utilizing pacingguides, and routines that are common to theirnew school setting.Action Type: Collaboration
Step 1-(E1.1) Teachers will administer TargetTests on a regular basis to 9th, 10th, 11th, and12th grade students. (E1.2)Performance tasksand multiple choice questions from the TargetTests will be graded and documented for eachstudent. (E1.3) Scores from the performancetasks and multiple choice questions on theregularly scheduled Target Test will be averagedand analyzed to identify weaknesses andstrengths. Data from 2014- 2015 Target Testswill be collected and compared to data from2013-2014 Target Tests. Data from 2010-2011Target Tests are as follows: Algebra I MC 48%OR 32%, Algebra B MC 49% OR 24%, Geom MC53% OR 53%, Alg II MC 53% OR 36%. Datafrom 2011-2012 Target Tests are as follows:Algebra I MC 56% OR 40%, Algebra B MC 56%OR 37%, Geometry MC 52% OR 43%, Algebra IIMC 52% OR 33%. Data from 2012-2013 TargetTests were as follows: Algebra I MC 47% OR30%, Alg B MC 40% OR 31%, Geometry MC56% OR 56%, Alg II MC 49% OR 38%. Datafrom 2013-2014 Target Tests were as follows:Algebra I MC 41% OR 32%, Alg B MC 30% OR18%, Geometry MC 48% OR 40%, Alg II MC47% OR 44%. Action Type: AlignmentAction Type: CollaborationAction Type: Equity
Scott Jennings,MikeTarkington;Principals
Start:07/01/2014End:06/30/2015
District StaffPerformanceAssessmentsTeachers
ACTIONBUDGET: $
Total Budget: $0
Intervention: D. Beebe High School will implement a Response to Intervention Plan for students.
Scientific Based Research: Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) andContinuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate aSchoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print. Hughes, Charles, PhD; Dexter,Douglas PhD. "Field Studies of RTI Programs, Revised." RTI Action Network, National Center for LearningDisabilities, Inc., 2012.
Actions PersonResponsible Timeline Resources Source of
Funds
Step 2-All teachers will attend at least 60 hoursof professional development each year, includingtechnology and parental involvement hours asrequired by the state. Action Type: AlignmentAction Type: EquityAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict Staff
ACTIONBUDGET: $
Step 3-Certified teachers will work with studentsthrough the tutoring program. (Tutors are paidhourly beyond contracted time).Action Type: AIP/IRIAction Type: Equity
TravisBarrentine andShelmaWinningham,AssistantPrincipals
Start:07/01/2014End:06/30/2015
PerformanceAssessmentsTeachers
ACTIONBUDGET: $
Step 4-Develop and implement a studentAcademic Improvement Plan (AIP) for thosestudents scoring below proficiency on stateassessments. A student failing to achieve theestablished standard on the PARCC Assessment
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 19/29
and the Assessment Program Exams shall beevaluated by the school personnel, who shalljointly develop with the student's parents an AIPto assist the student in achieving the expectedstandard in subject areas where performance isdeficient. The AIP shall describe the parent's roleand responsibilities as well as the consequencesfor the student's failure to participate in the planStudents who do not achieve establishedstandards in coursework may loose course creditat the secondary level (9-12).Action Type: AIP/IRIAction Type: AlignmentAction Type: Equity
Step 5-IEP modifications will include openresponse items.Action Type: AIP/IRIAction Type: EquityAction Type: Special Education
Joyce Sullivan,SpecialEducationSupervisor
Start:07/01/2014End:06/30/2015
TeachersTitle Teachers ACTION
BUDGET: $
Step 6-Summer school will be provided bycertified teachers, for students below grade levelin math. Three teachers for grades 9 - 12 willeach teach 8 hours per day for 20 days duringthe month of June at a rate of $25.00 per hour. Action Type: AIP/IRIAction Type: Equity
TravisBarrentine,ShelmaWinningham,AssistantPrincipals
Start:07/01/2014End:06/30/2015
AdministrativeStaffPerformanceAssessmentsTeachers
ACTIONBUDGET: $
Step 7-New teachers are assigned Mentors whowill provide support through weekly interactionsinvolving planning, curriculum, and instructionalstrategies, in addition to other necessaryrequirements. Experienced teachers new to thedistrict will work with a District Mentor who willhelp them become familiar with procedures thatinclude lesson preparation, utilizing pacingguides, and routines that are common to theirnew school setting.Action Type: Collaboration
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
Step 8 - The Learning Institute will be used tohelp remediate students who scored below theproficiency level on standardized math tests atthe High School.Action Type: AIP/IRIAction Type: Technology Inclusion
ShlemaWinningham,AssistantPrincipal
Start:07/01/2014End:06/30/2015
AdministrativeStaffComputersTeachers
ACTIONBUDGET: $
Step 1-(1.E.1) Teachers will continue Responseto Intervention modifications. (1.E.2) RTImodifications will be recorded by teachers.Teachers will document RTI modifications tocollect data showing frequency and continuity.(1.E.3) In 2011-2012, 40% of IEP students wereproficient and 20% were advanced in theAlgebra I EOC, 41% proficient in Geometry EOCand 20% were proficient and 7% were advancedon the Biology EOC. This was the baseline yearfor gathering RTI attendance and Algebra I re-test data. In 2012-2013 63% of IEP studentswere proficient on the Algebra I EOC, 55%proficient or Advanced on the Geometry EOC,and 14% proficient or Advanced on the BiologyEOC. In 2013-2014 44% of Students withDisabilities were proficient on the Algebra EOC,50% were proficient on the Geometry EOC and16% were proficient or advance on the BiologyEOC.Action Type: Program Evaluation
Scott Jennings,MikeTarkington;Principals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 9- Response to Intervention classes will beprovided to all students who are showingdeficiencies in Essential Learning Expectations.
TheresaGilliam, MathSpecialist
Start:07/01/2014End:
District StaffTeachers ACTION $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 20/29
Students who need extra help will be placed in asmall group setting with a Certified Math teacherto increase student achievement. Action Type: AIP/IRIAction Type: CollaborationAction Type: Special Education
06/30/2015 BUDGET:
Total Budget: $0
Intervention: E. Beebe High School students in the Economically Disadvantaged subpopulation, part of the TAGG,will receive instructional strategies that concentrate on specified areas of weaknesses in order to improve studentachievement.
Scientific Based Research: Bernhardt, Victoria L., and Connie L. Hebert. Response to Intervention (RTI) andContinuous School Improvement (CSI): Using Data, Vision, and Leadership to Design, Implement, and Evaluate aSchoolwide Prevention System. Larchmont, NY: Eye on Education, 2011. Print. R.L. Curwin, M. Elias, K. Toliver,ect. Better Teaching, Secondary Edition, The Teacher Institute. Volume 25, No.1, September 2011.
Actions PersonResponsible Timeline Resources Source of
Funds
Step 1- (E1.1) Teachers will continue TotalInstructional Aligned Pacing guides with commonassessments with focus on Performance Tasksand Essential Learning Expectations. (E1.2)Teachers will administer Target Tests on aregular basis assessing comprehension onEssential Learning Expectations in MultipleChoice and Performance Tasks TLI. (E1.3) Datafrom the PARCC assessments in Algebra I andGeometry will be analyzed,with focus on sub-population Economically Disadvantaged, formultiple choice and open response questions.Data from 2010-2011 Target Test Results are asfollows along with EOC results from 2011-2012.The EOC results from 2014-2015 will becompared to the EOC results from 2013-2014.Target Test 2010-2011 Results Algebra I, MC61% , OR 38% ; Geometry, MC 67% , OR 33%.EOC Results 2011-2012 Algebra I, 71%Proficient or Advanced; Geometry, 66%Proficient or Advanced. Target Test 2012-2013results: Algebra 1 MC 47% OR 30%, AlgebraBlock MC 405 OR 31%,Geometry MC 56% OR56%. Data from 2013-2014 Target Tests were asfollows: Algebra I MC 41% OR 32%, Alg B MC30% OR 18%, Geometry MC 48% OR 40%, AlgII MC 47% OR 44%. EOC Results from 2012-2013: Algebra 1 72% Proficient or Advanced,Geometry 71% Proficient or Advanced, Biology56% Proficient or Advanced. Data from 2013-2014 for the EOC show 77% Proficient orAdvanced in Alg. I and 77% in Geometry. Action Type: Program Evaluation
Scott Embrey,AssistantSuperindent
Start:07/01/2014End:06/30/2015
ACTIONBUDGET: $
Step 6- Regularly scheduled ProfessionalLearning Community meetings will be held toanalyze TLI Target Test data and determine gapsand/or repetitions in the curriculum. The districtMath specialist provides research basedinstructional practices to address deficienciesidentified with the low socio-economicsubpopulation and mentors teachers on theirimplementation.Action Type: CollaborationAction Type: Professional Development
TheresaGilliam, MathSpecialist;Scott Jenningsand MikeTarkington,Principals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 4- Technological supplies will be purchasedto provide instruction that will improve studentperformance. Action Type: Technology Inclusion
TheresaGilliam, MathSpecialist;Scott Jenningsand MikeTarkington,
Start:07/01/2014End:06/30/2015
ACTIONBUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 21/29
Principals
Step 5- Certified teachers will work with thetutoring program. (Tutors are paid hourlybeyond contracted time, so there are no FTE's).Action Type: AIP/IRI
TravisBarrentine andShelmaWinningham,AssistantPrincipals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 7- Response to Intervention classes will beprovided to all students who are showingdeficiencies in Essential Learning Expectations.Students who need extra help will be placed in asmall group setting with a Certified Math teacherto increase student achievement. Action Type: AIP/IRIAction Type: Collaboration
TheresaGilliam, MathSpecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 2- Parents of Beebe High School studentswere informed of Needs Improvement status byletter and at the Annual Report to the Public. Theletter also described strategies to address thedeficiencies. AIP records are maintained for allstudents scoring below Proficiency on EOCmathematics tests. These records must beviewed and signed by the parents. Parents areinformed of after school tutoring opportunities.Action Type: Parental Engagement
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
Step 3- The Math Instructional Facilitators fromthe district and the Co-op provides professionaldevelopment to analyze the data in determiningthe causes of the deficiencies and to determinestrategies to overcome them.Action Type: AlignmentAction Type: Professional Development
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
District StaffOutsideConsultants
ACTIONBUDGET: $
Step 8- Information gathered in the informalobservations will be used by the administrationto help teachers to monitor instruction.Action Type: Collaboration
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION
BUDGET: $
Total Budget: $0
Intervention: F. Beebe High School has been identified as a NEEDS IMPROVEMENT school. Both the combinedpopulation and TAGG group failed to meet the expected AMO performance level. Beebe High School students inthe TAGG Group have been identified as needing improvement and will receive instructional strategies thatconcentrate on specified areas of weaknesses in order to improve student achievement.
Scientific Based Research: Brozo, William G., and Douglas Fisher. "Literacy Starts with the Teachers." EducationalLeadership 67.6 (2010): 74-77. Professional Development Collection. EBSCO. Web. 15 Sept. 2011. Bernhardt,Victoria L., and Connie L. Hebert. Response to Intervention (RTI) and Continuous School Improvement (CSI):Using Data, Vision, and Leadership to Design, Implement, and Evaluate a Schoolwide Prevention System.Larchmont, NY: Eye on Education, 2011. Print.
Actions PersonResponsible Timeline Resources Source of
Funds
Step 4 Certified teachers will work with thetutoring program. (Tutors are paid hourlybeyond contracted time, so there are no FTE's).Action Type: AIP/IRI
TravisBarrentine andShelmaWinningham,AssistantPrincipals
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
Step 3: All teachers will attend at least 60 hoursof professional development each year asrequired by the state.Action Type: AIP/IRIAction Type: Parental EngagementAction Type: Professional DevelopmentAction Type: Technology Inclusion
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict StaffOutsideConsultants
ACTIONBUDGET: $
Step 2: Beebe High School was also deficient inreaching the TAGG goal of 75.50% with an
TheresaGilliam, Math
Start:07/01/2014 Administrative
ACTION
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 22/29
achievement rate of 68.72%. The 2014-2015Combined Population must increase 6.29% tomeet the AMO Expected Performance level of83.09%, and the TAGG population must increaseperformance by 9.5% to meet the TAGG AMO of78.22% in 2014-2015.Action Type: Alignment
specialist End:06/30/2015
StaffDistrict StaffTeachers
BUDGET: $
Step 6 Response to Intervention classes will beprovided to all students who are showingdeficiencies in essential learning expectations.Students who need extra help will be placed in asmall group setting with a certified literacyteacher to increase student achievement.Action Type: AIP/IRIAction Type: Collaboration
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 5 Regular Professional Learning Communitymeetings will be held to analyze TLI Target Testdata and determine gaps and/or repetitions inthe curriculum. The district Math Specialistprovides research based instructional practicesto address deficiencies identified with the TAGGgroup and mentors teachers on theirimplementation.Action Type: CollaborationAction Type: Professional DevelopmentAction Type: Technology Inclusion
TheresaGilliam, Mathspecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 7 Information gathered in the informalobservations will be used by the administrationto help teachers to monitor instruction.Action Type: Collaboration
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION
BUDGET: $
Step 1 (E1.1) Teachers will implement TotalInstructional Aligned Pacing guides with commonassessments with focus on Performance Tasksand Essential Learning Expectations. Mathteachers will utilize The Learning institute andIllustrative Mathematics for the implementationof the common core standards. (E1.2) Teacherswill administer TLI Tests for the purpose ofassessing comprehension on Essential LearningExpectations in Multiple Choice and PerformanceTasks. ALGEBRA, GEOMETRY, AND ALGEBRA 2CLASSES WILL HAVE PERFORMANCE TASKSRELATED TO THEIR CCSS UNITS. THEY WILLCONTINUE WITH THE MULTIPLE CHOICEQUESTIONS FROM TLI. (E1.3) Data from the TLITests will be analyzed, with focus on the TAGGgroup, for multiple choice and PerformanceTasks. Beebe High School was also deficient inreaching the TAGG goal of 75.50% with anachievement rate of 68.72%. The 2014-2015Combined Population must increase 6.29% tomeet the AMO Expected Performance level of83.09%, and the TAGG population must increaseperformance by 9.5% to meet the TAGG AMO of78.22% in 2014-2015.Action Type: AlignmentAction Type: Program EvaluationAction Type: Technology Inclusion
TheresaGilliam, Mathspecialist
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
Step 8: AIP records are maintained for allstudents scoring below Proficiency on the EOCAlgebra I and Geometry tests. These recordsmust be viewed and signed by the parents.Parents are informed of after school tutoringopportunities.Action Type: AIP/IRIAction Type: EquityAction Type: Parental Engagement
MikeTarkington andScott Jennings,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION
BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 23/29
Total Budget: $0
Priority 3: Based on an analysis of data from BMI screenings, school health indexes, and food services records, theareas of weight, nutrition, and physical activity have been identified for improvement.
SupportingData:
1. Economic data for the 2013-2014 school year shows a INCREASE in the number of students whoreceived government assistance for school meals, while the overall unemployment and povertyrates for the county have increased. Because students are not required to participate in BMIscreenings, the data reflects only 77% of the total number of 10th graders for 2013-2014 schoolyear. The lowest score on the school health index is in Module 7 - Health Promotion for Staff -27%.
2. The School Health Index score card:
>pre>2013-2014 Module 7--27%
2012-2013 Module 4--81%
2011-2012 Module 4--83%
3. The Child Nutrition Report shows:
2013-2014 57.87% full price 8.58% pay reduced 33.55% free meals 2012-2013 59.71% full price 7.48% pay reduced 32.81% free meals 2011-2012 58.69% full price 9.51% pay reduced 31.8% free meals
4. Unemployment rate for White County
2012--8.0% 2011--8.8% 2010--8.5%
5. USDA poverty level:
2012--19.4% 2011--18.0% 2010--16.5%
6. Body mass index screening data indicates a risk of overweight among our
students:
2013-2014 175 of 228 tenth graders were assessed. 42.4% of males were overweight/at risk 51.8% of females were overweight/at risk
2012-2013 176 of 242 tenth graders were assessed. 40.2% of males were overweight/at risk
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 24/29
30.3% of females were overweight/at risk
2011-2012 187 of 238 tenth graders were assessed. 45.1% of males were overweight/at risk 36.2% of females were overweight/at risk
Goal Beebe High School is designated as a Needs Improvement School over all. All students will beencouraged to develop positive lifestyle choices, especially in the areas of nutrition and activity.
Benchmark Scores for Student Health Index Module 7 will increase to 50% by 2014-2015.
Intervention: A. Beebe High School will implement practices to encourage students to engage in NON-SEDENTARYLIFESTYLES.
Scientific Based Research: Mears, Derrick. "Physical Education Waivers and Young Adult Activity." PhysicalEducator 67.2 (2010): 90-100. Health Source: Nursing/Academic Edition. EBSCO. Martine F. Flament, et al. "BodyDissatisfaction, Dietary Restraint, Depression, and Weight Status in Adolescents." Journal of School Health 80.4(2010): 186-192. Health Source: Nursing/Academic Edition. EBSCO.
Actions PersonResponsible Timeline Resources Source of
Funds
# 4 The school will work with COMMUNITY-BASED athletic programs to publicize activityofferings for students.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness
Scott Jennings,MikeTarkington,principals
Start:07/01/2014End:06/30/2015
AdministrativeStaffCommunityLeadersDistrict Staff
ACTIONBUDGET: $
# 3 Students have the opportunity to enroll in aPHYSICAL EDUCATION class or to participate inan EXTRA-CURRICULAR athletic activity.Action Type: EquityAction Type: Wellness
Paige Pruitt,Connie Sheren,counselors
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
# 1 (E-1.1) School staff will work with theDistrict Wellness Committee to evaluate thetenth-grade BMI data yearly. Each physicaleducation student will participate in thePHYSICAL FITNESS CHALLENGE. This challengewill include push-ups, sit-ups, shuttle run, andthe mile run. (E-1.2) The Wellness Committeewill compare the BMI data and the PHYSICALFITNESS CHALLENGE data each year. (E-1.3)After being compared with the previous year, the2013-2014 data showed an 42.4% overweight orobese in male BMI, and a 51.8% overweight orobese in female BMI.Action Type: Program EvaluationAction Type: Wellness
Scott Jennings,MikeTarkington,Principals
Start:07/01/2014End:06/30/2015
District StaffTeachers ACTION
BUDGET: $
# 6 Students have the opportunity to enroll inROTC which includes conditioning as 20% of itscurriculum.Action Type: Equity
Paige Pruitt,Connie Sheren,counselors
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 25/29
Action Type: Wellness# 2 During parent/teacher conferences, schoolstaff and community leaders will provideinformation about HEALTHY LIVING CHOICES.There will also be information available throughsocial media and newsletters.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness
Patti Mathis -Parent CenterCoordinator
Start:07/01/2014End:06/30/2015
CommunityLeadersDistrict Staff
ACTIONBUDGET: $
# 7 The school nurse will provide access toinformational tips concerning FOOD andNUTRITION, required SLEEP for teens, and howto maintain a NON-SEDENTARY lifestyle.Action Type: CollaborationAction Type: Program EvaluationAction Type: Wellness
Irene Crain,Nurse
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
# 8 Professional Development in healtheducation will be conducted for the staffannually.Action Type: Professional Development
Scott Embrey;AssistantSuperintendent
Start:07/01/2014End:06/30/2015
ACTIONBUDGET: $
Total Budget: $0
Intervention: B. Beebe High School will encourage students to engage in HEALTHY EATING HABITS while at schooland during summer.
Scientific Based Research: Loth, K., MacLehose, J., Crow, S., Neumark-Sztainer, D. "Food-Related ParentingPractices and Adolescent Weight Status: A Population-Based Study" Pediatrics, Official Journal of the AmericanAcademy of Pediatrics. Vol. 131 No. 5, (2013). pp e1443-e1450 C. Ogden, MD Carroll, LR Curtin and MM Lamb."Childhood Obesity Facts and Statistics." National Center for Chronic Disease Prevention and Health Promotion.(2010): 1-4. Destinymetro.publishpath.com
Actions PersonResponsible Timeline Resources Source of
Funds
# 3 CAFETERIA MENUS meet or exceed all stateand national nutrition requirements. Informationabout school menus is posted in the local paperand on the school's website.Action Type: Wellness
Jackie Perry,childnutritionsupervisor
Start:07/01/2014End:06/30/2015
District StaffACTIONBUDGET: $
# 4 The handbook includes a statement concerningPARENTS' RIGHTS to send food items to school fortheir children.Action Type: CollaborationAction Type: EquityAction Type: Parental Engagement
TravisBarrentine,ShelmaWinningham,assistantprincipals
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION
BUDGET: $
# 2 Family and Consumer Science classes thatprovide NUTRITION AND FOOD PREPARATIONEDUCATION are available.Action Type: EquityAction Type: Wellness
Paige Pruitt,ConnieSheren,counselors
Start:07/01/2014End:06/30/2015
AdministrativeStaffTeachers
ACTIONBUDGET: $
# 1 (E 1.1) The Wellness Committee will work withthe district wellness committee to evaluate BMIdata and SCHOOL HEALTH INDEX yearly. (E 1.2)The child nutrition supervisor will maintain recordsshowing compliance with all GOVERNMENTSCHOOL FOOD REQUIREMENTS. (E 1.3) The BMIand SCHOOL HEALTH INDEX data will be comparedat the beginning and end of each school year.Action Type: Program EvaluationAction Type: Wellness
ScottJennings,MikeTarkington,Principals
Start:07/01/2014End:06/30/2015
AdministrativeStaffDistrict Staff
ACTIONBUDGET: $
# 5 On the 9-10 high school campus, drinkmachines will offer only water and Powerade.Action Type: EquityAction Type: Wellness
MikeTarkington,principal
Start:07/01/2014End:06/30/2015
AdministrativeStaff ACTION
BUDGET: $
# 7 During parent/teacher conferences, schoolstaff and community leaders will provideinformation about HEALTHY LIVING CHOICES. Also
Patti Mathis,ParentCenter
Start:07/01/2014End:
CommunityLeaders ACTION $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 26/29
information will be provided through social mediaand newsletters.Action Type: CollaborationAction Type: Parental EngagementAction Type: Wellness
Coordinator 06/30/2015 District Staff BUDGET:
# 6 The Beebe School District will participate in theSUMMER FOOD SERVICE PROGRAM through theArkansas Department of Human Services. Thisprogram allows participating sponsors to offer FREEMEALS (breakfast and lunch) to all children 18years and younger regardless of income level. Thedistrict will operate as many sites as needed (andfinancially feasible) in Beebe and McRae to servethe needs of the communitiesAction Type: CollaborationAction Type: Wellness
Jackie Perry,Director ofChildNutrition
Start:07/01/2014End:06/30/2015
CommunityLeadersDistrict StaffOutsideConsultants
ACTIONBUDGET: $
Total Budget: $0
Priority 4: The district will provide support to ensure ELL students receive interventions to provide equitablelearning opportunities.
SupportingData:
1. 1. There were 7 students in the 9th-12th grade who took the 2013 ELDA, English LanguageDevelopment Assessment. 86% scored Level 4 and 5 on the Listening section, 14% scored Level2. 86% scored Level 5 on the Speaking section, 14% scored Level 2. 72% scored Level 4 and 5on the Reading section, 28% scored Level 1 and 3. 58% scored Level 4 and 5 on the Writingsection, 42% scored Level 3. 72% scored Level 4 and 5 on the Comprehension section, 28%scored Level 2 and 3.
GoalBeebe High School is designated as a Needs Improvement School over all. The Beebe High School willprovide support so each school can provide interventions that will help ELL students receive an equitableeducation in relation to other students.
Benchmark The number of students reaching the ADVANCED OR PROFICIENT Level on the NRT or CRT in Literacy forall ELL students in the district will be 85% or greater by 2014-2015.
Intervention: ELL students will be assessed and receive balanced ACADEMIC and LANGUAGE instruction.
Scientific Based Research: Scientific Based Research: Cammarata, Laurent. Tedick, Diane. "Balancing content andLanguage in Insruction: The Experience of Immersion Teachers." The Modern Language Journal. vol. 96, Issue 2,pp 251-269 (2012)
Actions PersonResponsible Timeline Resources Source of Funds
# 2 - School counselors and secretaries willidentify new ELL students duringREGISTRATION and the HOME LANGUAGESURVEY will be completed. The LAS(Language Acquisition Skills) will be given toany student NOT PREVIOUSLY IDENTIFIEDsoon after school begins.Action Type: Equity
Scott Embrey,AssistantSuperintendent
Start:07/01/2014End:06/30/2015
DistrictStaff ACTION BUDGET: $
# 5 - Students may receive INSTRUCTIONALSUPPORT from an ELL instructor (.20 FTE)through a PULL-OUT PROGRAM, throughCLASSROOM INTEGRATION, and throughINDIRECT SERVICES. Laptop computers,ipads, and textbook software may provideadditional instructional support for secondarystudents. Action Type: EquityAction Type: Technology Inclusion
TravisBarrentine,ShelmaWinningham;AssistantPrincipals;Monica Gentry,ELL
Start:07/01/2014End:06/30/2015
DistrictStaffTeachingAids
ELL(State-276) -EmployeeSalaries:
$7583.33
ELL(State-276) -EmployeeBenefits:
$2308.32
ACTIONBUDGET: $9891.65
# 6 - Several teachers completed trainingthrough the ESL ACADEMY. These teachers,along with a new high school teacher with
Scott Embrey;AssistantSuperintendent
Start:07/01/2014End:
DistrictStaff ACTION BUDGET: $
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 27/29
ESL CERTIFICATION, will be a resource fordistrict personnel who work with ELLstudents.Action Type: Professional Development
06/30/2015 Teachers
# 4 - ROSETTA STONE software curriculummay be used for language communicationdevelopment. CLASSROOM SUPPLIES will bepurchased to enhance instruction forstudents. LAS testing materials will also bepurchased to assess students who arereferred for ELL identification. Action Type: Technology Inclusion
Scott Embrey;AssistantSuperintendent
Start:07/01/2014End:06/30/2015
TeachersACTION BUDGET: $
# 3 - PARENTS of ELL students willparticipate in the IDENTIFICATION ofstudents for the program and will be a part ofthe team decision-making process. Duringmeetings parents will be informed of theirchild's PERFORMANCE, ACCOMMODATIONSfor testing, etc. Written communication toparents will be in the appropriate languagethey can understand. Action Type:Collaboration Action Type: Equity ActionType: Parental Engagement Action Type: EquityAction Type: Parental Engagement
Scott Embrey,Assistantsuperintendent
Start:07/01/2014End:06/30/2015
DistrictStaffTeachers
ACTION BUDGET: $
# 1 - Evaluation (E-1.1) The EnglishLanguage Developmental Assessment(ELDA)is given in the spring each school year.The performance of students on thisLITERACY-BASED test will provide data todetermine the ELL program success. (E-1.2)All students 9-12 in the ELL Program will beassessed by the school counselors during theSpring testing window. The percent ofstudents SCORING 4 or 5 for each of thefollowing areas on the ELDA will provide thedata to monitor student progress:LISTENING, SPEAKING, READING, WRITING,and COMPREHENSION. (E-1.3)ELDA resultsfrom the 2013-2014 school year include dataon 8 students. The percent scoring a 4 or 5 ineach area are as follows: LISTENING - 75%;SPEAKING- 75%; READING- 75%; WRITING-75%; and COMPREHENSION- 75%.
Scott Embrey,Assistantsuperintendent
Start:07/01/2014End:06/30/2015
DistrictStaffTeachers
ACTION BUDGET: $
Total Budget: $9891.65
Planning Team
Classification Name Position CommitteeClassroom Teacher Alexander, Judy Media Specialist Literacy
Classroom Teacher Anderson, Lauren Family and Consumer Science Wellness
Classroom Teacher Andrews, Stephen English Literacy
Classroom Teacher Baxter, Dusty Agri Wellness
Classroom Teacher Bell, Art Social Studies Literacy
Classroom Teacher Bevell, Laura Art Math
Classroom Teacher Bibbs, Tina English Building Steering Committee
Classroom Teacher Bredfield, Emily Inclusion Math
Classroom Teacher Chism, Alicia Science Math
Classroom Teacher Chism, Scott Science Math
Classroom Teacher Churchwell, Megan Business Teacher Wellness
Classroom Teacher Clevenger, Richard Social Studies Literacy
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 28/29
Classroom Teacher Crum, Amber Teacher WellnessClassroom Teacher Daniel, Dana Resource Math
Classroom Teacher Elliot, Amy Family and Consumer Science Wellness
Classroom Teacher Evans, Teresa Language Arts Literacy
Classroom Teacher Gold, Stacy Resource Literacy
Classroom Teacher Griffith, David Math Math
Classroom Teacher Harris, Stefanie Art Wellness
Classroom Teacher Harrison, Tim Chemistry Math
Classroom Teacher Hawkins, Darren Agriculture Science Wellness
Classroom Teacher Ingle, Dianne Oral Communication, English Wellness
Classroom Teacher Jackson, Lora Physical Education Wellness
Classroom Teacher Joice, Wendy Resource Literacy
Classroom Teacher Jones, Tim ROTC Wellness
Classroom Teacher Knox, Deborah Family and Consumer Science Wellness
Classroom Teacher Lovell, Renee English Literacy
Classroom Teacher Lowery, Eli Math Teacher Math
Classroom Teacher Marsh, Marcus ROTC Wellness
Classroom Teacher Marshall, Ryan Health Wellness
Classroom Teacher McCulloch, Paula English Literacy
Classroom Teacher McNully, Torrey Library Media Specialist Building Steering Committee
Classroom Teacher Mercado, Chad Computer Technology Wellness
Classroom Teacher Musick, Justin Math Building Steering Committee
Classroom Teacher Nance, Cathy Social Studies Literacy
Classroom Teacher O'Connor, Matt History Literacy
Classroom Teacher Parnell, Medical Teacher Wellness
Classroom Teacher Phillips, Tina English Literacy
Classroom Teacher Pinkerton, Mark Social Studies Literacy
Classroom Teacher Pond, Beth English Literacy
Classroom Teacher Powell, Margie Inclusion Teacher ELL
Classroom Teacher Ross, Alyson Math Math
Classroom Teacher Rymel, Laura Spanish ELL
Classroom Teacher Sanderlin, Jayne Math Math
Classroom Teacher Sanders, Lindsey Social Studies Literacy
Classroom Teacher Schwab, George Science Math
Classroom Teacher Shannon, John Social Studies Teacher Literacy
Classroom Teacher Shipp, Justin Medical Wellness
Classroom Teacher Simpson, Kristi Science Building Steering Committee
Classroom Teacher Smith, Teresa Math Math
Classroom Teacher Stewart, Heath Business Math
Classroom Teacher Thomas, Amy Choral Music Wellness
Classroom Teacher Totten, Nathan Spanish, English ELL
Classroom Teacher VanDevender, Betty Science Math
Classroom Teacher Wallace, Deborah English Literacy
Classroom Teacher Ward, Chuck Math Math
Classroom Teacher Ward, Donald Social Studies Literacy
Classroom Teacher Weatherley, Troy Agri Wellness
Classroom Teacher White, Pam Math Math
Classroom Teacher Wisdom, Jeff Engineering Math
Classroom Teacher Woods, Casey Science Math
Classroom Teacher Zhang, Tina Chinese Literacy
District-Level Professional Blauser, Annita Literacy Specialist Literacy
District-Level Professional Gilliam, Theresa Math Specialist Math
Non-Classroom Professional Staff Burnett, Sandy Secretary Math
10/1/2014 ACSIP
http://acsip.k12.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 29/29
Non-Classroom Professional Staff Burns, Kristi Secretary Literacy
Non-Classroom Professional Staff Choate, Carla Counselor ELL
Non-Classroom Professional Staff Crain, Irene Nurse Wellness
Non-Classroom Professional Staff Deaton, Tammy GT Coordinator Math
Non-Classroom Professional Staff Downing, Becky Instructional Aide Wellness
Non-Classroom Professional Staff Joslin, Cindy Speech Therapy Wellness
Non-Classroom Professional Staff Kearney, Anita secretary Math
Non-Classroom Professional Staff Mendenhall, Will Student Resource Officer Wellness
Non-Classroom Professional Staff Nance, Bill Student Resource Officer Wellness
Non-Classroom Professional Staff Pruitt, Ann Secretary Wellness
Non-Classroom Professional Staff Pruitt, Paige Counselor ELL
Non-Classroom Professional Staff Roe, Terry Instructional Aide Literacy
Non-Classroom Professional Staff Sheren, Connie Counselor Wellness
Parent Ballard, Tony Parent Literacy
Parent Griffin, Leanne Parent Wellness
Parent Helm, Janelle Parent Math
Parent Vo, Minh Thi Parent ELL
Principal Barrentine, Travis Assistant Principal Building Steering Committee
Principal Jennings, Scott Principal Building Steering Committee
Principal Tarkington, Mike Principal Building steering committee
Principal Winningham, Shelma Assistant Principal Building Steering Committee