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GREENBRIER HIGH SCHOOLArkansas Comprehensive School Improvement Plan

SUPERVISOR REVIEW COPY ONLY2014-2015

The mission of Greenbrier High School is to provide each studentwith a world-class education in a secure and supportive environment

that encourages motivation, responsibility, and individual growththrough positive teaching and learning experiences. The GreenbrierHigh School team, in cooperation with parents and community, willassist students in developing the desire and skills necessary to thriveas life-long learners who are independent and productive individuals

in a global technological society. The heart of the mission ofGreenbrier High School is expressed through the following:

Panther P.R.I.D.E.!P - Promoting Proficiency,R - Responsibility, andI - Integrity Through a

D - Data-Driven, DifferentiatedE - Empowering Education

Grade Span: 10-12 Title I: Not Applicable School Improvement: SIM

GREENBRIER HIGH SCHOOL SUPERVISOR REVIEW COPY ONLY

Contents

1 Priority 1: LITERACY 11.1 Goal: All 10th and 11th grade students will exhibit proficiency on the 2014-2015 PARCC English Language Arts Performance Based

Assessment (PBA) and End of Year (EOY) exams. Students will improve Reading Comprehension and Writing Conventions through closereading in all subject areas, formative assessments focused on mechanics, annotating text and text coding, and cross-curricular question stems. 1

2 Priority 2: MATH 142.1 Goal: All students will exhibit proficiency on the 2014-2015 PARCC Geometry and Algebra II Performance Based Assessments (PBA)

and End of Year (EOY) exam. Students will improve skills in Coordinate Geometry, Transformations, and Functions through the use offormative assessments lessons, higher level questioning and discovery, and the continued use of the 8 mathematical practices. . . . . . . 14

3 Priority 3: WELLNESS 213.1 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 insupport of positive lifestyle choices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

A School Improvement Planning Team 27

October 13, 2014 Page ii

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

1.1 Goal: All 10th and 11th grade students will exhibit proficiency on the 2014-2015 PARCC English Language Arts Performance Based Assessment(PBA) and End of Year (EOY) exams. Students will improve Reading Comprehension and Writing Conventions through close reading in all subjectareas, formative assessments focused on mechanics, annotating text and text coding, and cross-curricular question stems.

Benchmark: In 2014-2015, Greenbrier High School 11th grade literacy students will meet or exceed the AMO target for All Students (85.78%) and for allTAG sub-populations (71.24%). In 2013-2014, The achievement rate of all Students (87.04%) exceeded AMO (81.72%). In 2013-2014, the achievementrate of the TAGG group (74.44%) exceeded AMO (63.03%). In 2012-2013, All Students made achieving status for Literacy performance(82.19%) and forall TAGG sub-populations (68.57%). In 2011-2012, All Students made achieving status for Literacy Performance (84.29%) and TAGG (67.65%) madeachieving status for Literacy Performance.

Intervention Literacy Instructional Strategies and Best PracticesScientific 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: SolutionTree. DuFour, R., Eaker, R., Karhanek, G., & DuFour, R. (2004). Whatever it takes: How professional learning communities respond whenkids dont learn. Bloomington, IN: Solution Tree. Fullan, M. (2008). The six secrets of change: What the best leaders do to help in theirorganizations survive and thrive. Hoboken, NJ: Jossey-Bass. Good, R.H. & Kaminski, R.A. (2002). Dynamic indicators of basic early literacyskills. 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 strategiesto increase student achievement. Upper Saddle River, NJ: Prentice Hall. National Institute of Health. (2000). Report of the National ReadingPanel: Teaching children to read, an evidence based assessment of the scientific research literature on reading and its implication for readinginstruction. Bethesda, MD: National Institute of Health. Strickland, D.S. & Alvermann, D.S. (2004). Bridging the literacy achievement gapgrades 4-12. New York, NY: Teachers College Press. Tate, M. (2003). Worksheets dont grow dendrites: 20 instructional strategies that engagethe brain. Thousand Oaks, CA: Corwin Press. Northwest Evaluation Association. (2006, November). Achievement gaps: An examination ofdifferences in student achievement and growth. Lake Oswego, OR: Northwest Evaluation Association. Additional research is available uponrequest.

Actions Person Responsible Timeline Resources Source of FundsThe high school will offer additional support to students needing assistance

or not Achieving through Saturday School and/or the Before and After

School Program.

Action Type: AIP/IRI

Action Type: Equity

John Ashworth Start: 07/01/2014

End: 06/30/2015

Administrative Staff

Performance Assessments

Teachers

ACTION BUDGET:

October 13, 2014 Priority 1: LITERACY Page 1

Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsPROGRAM EVALUATION: Classroom walk throughs (CWT)and collected

data, will be used to monitor and evaluate research based practices that

address specific needs of the economically disadvantaged sub-population to

ensure that high yield instructional strategies are reflected in lesson plans and

classroom instruction. EVALUATION RESULTS were collected and

analyzed. Data showed that an increased use of instructional strategies had

been implemented. Increased use of high yield instructional strategies will

continue to be a focus at Greenbrier High School. CWT data showed that an

excessive amount of classroom instruction included lecture as as the main

instructional strategy. Classroom walk through data will continue to be a

focus. The priority focus areas for Greenbrier High School include the use of

interactive technology and classroom application of high yield instructional

strategies with emphasis on active learner participation. 

Action Type: Program Evaluation

John Ashworth & Jeana WilliamsStart: 07/01/2014

End: 06/30/2015

Administrative StaffACTION BUDGET:

The Student Intervention Team (SIT) and co-teaching teams will support and

enhance the Response To Intervention (RTI) model. Frequent assessment of

progress and a Pyramid of Interventions will be implemented. A literacy

"Assessment Wall" will be used to track progress of targeted Students and

TAGG students. The data will be used to create appropriate interventions for

students.Action Type: AIP/IRI

Action Type: Collaboration

Action Type: Equity

Action Type: Special Education

Sheila Williams Start: 07/01/2014

End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:


Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsParent meetings will be scheduled and parents will be invited to the district’s

ANNUAL REPORT TO THE PUBLIC in order to encourage increased

parental involvement. The high school faculty will strongly encourage all

students and parents to obtain a Home Access Center (HAC) account. The

accounts will keep students and parents informed on attendance and updated

grades. High School administration will monitor HAC accounts to ensure

teachers have updated grades every week. In addition, quarterly progress

reports will be reported to the district administration, who will report to the

school board.Action Type: Parental Engagement

Action Type: Technology Inclusion

John Ashworth & Susan HarmonStart: 07/01/2014

End: 06/30/2015


Central Office ACTION BUDGET:

Greenbrier High School teachers will participate in job-embedded

professional development for cross curricular training for reading in the

content areas based on the Common Core State Standards (CCSS) curriculum

to address the specific academic achievement problems. Teachers will learn

new techniques for teaching specific frameworks and cross curricular reading

in the content area including the Common Core State Standards (CCSS)

curriculum.Action Type: Collaboration

Action Type: Professional Development

Jeremy Kennedy,

Susan Harmon,

Darrin Gainer,

& Terri Moffitt

Start: 07/01/2014

End: 06/30/2015


Leadership teams within the school foster collaboration, support Response to

Intervention through the SIT committee, coordinate the vertical and

horizontal implementation of the Arkansas Advanced Initiative for Math and

Science (AAIMS) model, and provide leadership for a culture of excellence

through the Advanced Placement and concurrent credit programs.

Opportunities for leadership training and service will be provided for school

leadership team(s) that focus on All Students and TAGG students. The

leadership team(s)are responsible for reviewing progress, monitoring data,

and making adjustments in student interventions.




End: 06/30/2015

TeachersACTION BUDGET:



Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsLiteracy Academic Improvement Plans will be developed and teachers will

provide remediation targeted to weak areas for individual students. Parents

will be notified and involved in completing AIP’s. Literacy AIPs will be

created and maintained on-line.Action Type: AIP/IRI


Jeana Williams & Sheila WilliamsStart: 07/01/2014

End: 06/30/2015


PROGRAM EVALUATION: Teachers will implement interim assessments

quarterly to formatively assess progress in Biology, Geometry, Algebra II,

and Literacy. 2014-2015 will be the baseline year for this interim assessment

data and the PARCC assessments. The previous interim assessment program

revealed systematic growth in student achievement throughout the year.

There was a high correlation between the previous PCG data and the GHS

11th grade Literacy scores. The PCG post test data revealed a deficiency in

growth (-3.6) for 10th grade Literacy. The areas of identified weakness

included grammar, drawing inferences from passages, analyzing point of

view and author’s use of figures of speech, word choice, tone and voice.

These areas will be targeted for professional development during weekly

team meetings. Teachers will collaborate to create common instructional

plans for shared courses, administer common assessments formatted to the

individual course objectives and End of Course Exam(s) for Biology, the

PARCC ELA PBA and EOY assessments, and the Geometry and Algebra II

PBA and EOY assessments. Furthermore, this collaboration will provide

experience responding to open-response questions and reading passages

across the curriculum. This data will be used to evaluate the effectiveness of

the instructional program(s).



End: 06/30/2015

Performance AssessmentsACTION BUDGET:

ALL ACTIONS IN THIS PLAN WILL BE ADHERED TO AND

MONITORED AND WILL BE UNDER DISTRICT PEER REVIEW.



End: 06/30/2015




Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsThe high school Literacy economically disadvantaged population has been

the targeted focus of our interventions. All at-risk students will be referred to

the Student Intervention Team(SIT). The SIT committee makes

recommendations for Tier I and Tier II strategies for teachers to implement in

classrooms. The APEX lab and the School Within a School (SWIS) will

provide struggling students with additional support and resources and will

provide additional remediation from certified content area teachers. Materials

and supplies will be provided for support of this initiative. A highly qualified

paraprofessional will work as a liaison between student and teacher to ensure

skill work is on target. Struggling students will be double-blocked with

additional support through LANGUAGE!, a supplemental small group

instruction class for struggling readers. A certified English teacher will work

with students who were not proficient and provide direct instruction for skills

related to weaknesses determined by data. English teachers will work

individually and in small groups with students to remediate the writing

process to prepare students for the PARCC assessments. Before and After

School and/or Saturday school tutoring may be provided. For students

without transportation, teachers also make themselves available before and

after school. The high school faculty members are united in doing "Whatever

it Takes" to assist students.Action Type: Collaboration

Action Type: Equity

Lydia Blue -APEX Start: 07/01/2014

End: 06/30/2015


Teachers

NSLA (State-281)

Purchased Services: $17,157.00

ACTION BUDGET: $17,157.00

Professional development will be provided to classified and certified staff

members relating to identifying suspected homeless students and providing

any necessary services. The Student Intervention Team and counselors will

continue to support and monitor students throughout the year.

Action Type: Equity


Christie Burns Start: 07/01/2014

End: 06/30/2015




Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsThe Greenbrier School District will provide a full-time nurse which will

assist in the physical well-being of the students including providing

healthcare information to parents, vision and hearing screenings for students,

gathering Body Mass Index (BMI) data on the student population, and

helping to meet the healthcare needs of the students on a daily basis. This

nurse exceeds standards and is in line with the Governor’s Summit on the

Whole Child Initiative’s Five Strands for educating our children in which

Health is the first strand. Research supports that for students to learn at high

levels, they must first be healthy.

Action Type: Wellness

Gina Grider Start: 07/01/2014

End: 06/30/2015

Teachers NSLA (State-281)

Employee Salaries: $20,930.40

NSLA (State-281)

Employee Benefits: $5,806.12


A highly qualified (1 FTE) academic advisor will assist in helping at-risk

students. This paraprofessional will specifically target at-risk students and

students in the economically disadvantaged sub-population who may have

limited resources and support.

Action Type: Equity

Debbie Hogan Start: 07/01/2014

End: 06/30/2015



NSLA (State-281)



A highly qualified (1 FTE) academic advisor will assist in helping at-risk

students. This paraprofessional will specifically target at-risk students and

students in the economically disadvantaged sub-population who may have

limited resources and support.

Action Type: Equity

Lydia Blue Start: 07/01/2014

End: 06/30/2015



NSLA (State-281)



All Students at Greenbrier High school were Achieving in Literacy (87.04%)

and TAGG with (74.44%). The high school literacy department along with

the GHS administration, faculty, and staff will remain focused on

achievement for All Students and TAGG across the curriculum and

continuing APEX learning remediation/credit recovery intervention. APEX

is utilized through the GHS School Within a School (SWIS) and the APEX

lab to intervene for struggling learners.




End: 06/30/2015

District Staff

Teachers ACTION BUDGET:

An Alternative Learning Environment for at-risk students will be provided

through the Crossroads Alternative Learning Center.

Action Type: Equity

Kim DeCorte Start: 07/01/2014

End: 06/30/2015

Outside Consultants ALE (State-275)





Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsFunding has been appropriated for the high school to meet the professional

development needs through job-embedded professional development,

conferences, and/or consultants. The district provides opportunities to

participate in high quality, long-term trainings by flexible scheduling and

offering teacher flex-days. Teachers and administrators will attend

conferences and workshops relating to improving high yield instructional

strategies, Advanced Placement, co-teaching, technology inclusion,

providing resources and support for students of poverty, and other workshops

offered throughout the school year, in addition to summer workshops and

training.




End: 06/30/2015

District Staff

Teachers

PD (State-223)



Materials and supplies for increased student achievement and college

preparedness will be purchased, including but not limited to, Chrome books,

Chrome book licenses, literacy and math materials and remediation materials.

Action Type: Equity

Jeana Williams Start: 07/01/2014

End: 06/30/2015


Teaching Aids

NSLA (State-281)

Materials & Supplies: $47,778.76


Professional development will be provided to all teachers on the topic of best

teaching practices for poverty students (i.e. Ruby Payne).



End: 06/30/2015

Teachers Title II-A



Greenbrier School District will provide Ipad(s) as needed with a traslation

application(s) to assist in meeting the needs of English Language Learners.

Action Type: Equity



Peggy O’Reilly Start: 07/01/2014

End: 06/30/2015

District Staff

Teachers

Teaching Aids

ACTION BUDGET:

Greenbrier High School teachers will continue participation in the Arkansas

Advanced Initiative for Math and Science (AAIMS) including vertically

aligned professional development for teachers of grades 6-12 in literacy,

math, and science. The MENTORING/lead teachers will conduct vertical and

horizontal in-services to review aligned curriculum, common lesson plans

and common assessments including transition to Common Core State

Standards (CCSS). Mentor teachers will serve as coaches and literacy and/or

math facilitators providing assistance to the teachers in grades 6-12.


Jeremy Kennedy,

Darrin Gainer,

Terri Moffitt

Start: 07/01/2014

End: 06/30/2015 ACTION BUDGET:



Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsPROGRAM EVALUATION: Teachers of 10th through 12th grade students

will administer an interim assessment, Measures of Academic Performance

(MAP), as a pre and post computerized assessment of literacy skills. Pre and

post data will be analyzed to determine student growth. MAP will be utilized

as PROGRAM EVALUATION to guide instruction and target students’

instructional ranges. MAP will be used to evaluate the effectiveness of the

literacy program.




The ADE Principal Evaluation Tool (LEADS), will be used for the

2014-2015 school year. The new asseessment tool will focus on principals as

the instructional leader in their building. classroom walkthrough(CWT) data

(data from the Observe 4 Success program), Learning Walks, and team

meetings will be used as documentation.


Scott Spainhour Start: 07/01/2014


A Highly Qualified Paraprofessional 1 FTE will assist with remediation and

provide instructional support for APEX lab and for School Within a School

Intervention Program (SWIS)who focus on at-risk students.

Action Type: Equity

Lydia Blue Start: 07/01/2014

End: 06/30/2015


Before and after school tutoring/remediation and/or Saturday school will be

provided to support struggling learners at Greenbrier High School.

Action Type: Equity


End: 06/30/2015



NSLA (State-281)



Professional Development includes AAIMS G/T funds



End: 06/30/2015


Additional technology resources will be provided to enhance lessons and

increase student engagement. 25 laptop computers will be purchased using

Capital Outlay funds.



End: 06/30/2015


Capital Outlay: $46,600.00


Desktop computers (17-18) will be provided to increase student access to

technology for research, online courses, blended courses and thesis papers.

The additional computers will be installed in the GHS Virtual Lab Room.



End: 06/30/2015

ComputersACTION BUDGET:



Intervention Literacy Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of Fundswebcams for virtual arkansas online courses will be purchased.



End: 06/30/2015

Computers NSLA (State-281)

Materials & Supplies: $851.56

ACTION BUDGET: $851.56

31 additional computers will be purchased to assist with research,

interventions, remediation and online classes.



End: 06/30/2015




10 computers for SWIS, (School Within a School), will be purchased. SWIS

is a remediation/graduation recovery program within the high school.



End: 06/30/2015




Teacher quality retention funds will be used to secure a High School AP

Physics teacher who will also assist district science teachers and conduct

professional development on K-12 science labs.


Darin Gainer Start: 07/01/2014

End: 06/30/2015

Teachers Title II-A


Title II-A



A teacher will be provided for progress monitoring for students who attend

remediation/intervention tutoring.

Action Type: Equity

Sheila Williams Start: 07/01/2014

End: 06/30/2015


Employee Benefits: $158.85

NSLA (State-281)

Employee Salaries: $708.48


3 Chrome Book Carts ($1800 each) will be purchased to house the new

Chrome Books. This is capital outlay



End: 06/30/2015




Flipped software will be purchased for high school science classes. This

software enables students to communicate to the teacher from home

regarding homework, classwork or research projects.


Darin Gainer Start: 07/01/2014

End: 06/30/2015


Purchased Services: $350.00


A remediation math software program called IXL will be purchased to

progress monitor students math skills.



End: 06/30/2015

Performance Assessments NSLA (State-281)



Total Budget $335,753.55


Intervention Increase Parental InvolvementScientific Based Research NES, "Whatever It Takes: How Professional Learning Communities Respond When Kids Don’t Learn," DuFour, 2004. NES, "ProfessionalLearning Communities at Work," DuFour, R., and Eaker, R., 1998. "The Six Secrets of Change," Fullan, M., 2008. Instructional StrategiesThat Engage the Brain," Tate, M., 2003. NAESP, "Leading Learning Communities," Conelly, G., 2008. "A Framework for UnderstandingPoverty," Payne, R., 2005.

Actions Person Responsible Timeline Resources Source of FundsGreenbrier 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: 07/01/2014

End: 06/30/2015

Computers

District Staff

Teachers

ACTION BUDGET:

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.



End: 06/30/2015

District Staff


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.


John Ashworth,

Susan Harmon & Christie Burns

Start: 07/01/2014

End: 06/30/2015


Intervention Increase Parental InvolvementActions Person Responsible Timeline Resources Source of FundsIn 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.



End: 06/30/2015



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.


Christie Burns & Kim Hebel Start: 07/01/2014

End: 06/30/2015



One certified staff member will serve as a parental facilitator and will receive

supplemental pay for the assigned duties as required by law.



End: 06/30/2015


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, eSchool Home Access Center, The Greenbrier High

School webpage, newsletters, parent/teacher conferences, and Career Action

Planning conferences.


John Ashworth & Christie BurnsStart: 07/01/2014

End: 06/30/2015


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.



End: 06/30/2015


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.



End: 06/30/2015


Community Leaders

Teachers

ACTION BUDGET:



Intervention Increase Parental InvolvementActions Person Responsible Timeline Resources Source of FundsInstructional 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.


Christie Burns & Debbie HoganStart: 07/01/2014

End: 06/30/2015



Policies,procedures, and practices will be reviewed to ensure that there are no

barriers present which would inhibit student achievement.


Christie Burns & Brett Meek Start: 07/01/2014

End: 06/30/2015



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.

Providing opportunities for parental involvement in students’ education will

continue to be a focus.Action Type: Parental Engagement


Susan Harmon

Debbie Hogan

Start: 07/01/2014

End: 06/30/2015

ComputersACTION 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.



End: 06/30/2015


Greenbrier High School will provide materials and training to help parents

work with their children to improve academic achievement.



End: 06/30/2015

District StaffACTION BUDGET:

GHS will ensure that information related to school and parent programs is

sent to the extent practical in a language parents can understand.

Action Type: Equity



End: 06/30/2015


Greenbrier High School will coordinate and integrate parent involvement

programs, activities, and provide other reasonable support for parental

involvement activities as parents may request.


Susan Harmon,

Christie Burns & Kim Hebel

Start: 07/01/2014

End: 06/30/2015




Intervention Increase Parental InvolvementActions Person Responsible Timeline Resources Source of FundsTeachers, administrators, and staff members will be educated in the

importance of effective communication with parents and the value of parent

contributions to student success and achievement.



End: 06/30/2015

District Staff


Total Budget $0.00


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

2.1 Goal: All students will exhibit proficiency on the 2014-2015 PARCC Geometry and Algebra II Performance Based Assessments (PBA) and End ofYear (EOY) exam. Students will improve skills in Coordinate Geometry, Transformations, and Functions through the use of formative assessmentslessons, higher level questioning and discovery, and the continued use of the 8 mathematical practices.

Benchmark: In 2014-2015, Greenbrier High School math students will meet or exceed the AMO target (93.23%) and (84.31%) for TAGG sub-populations.In 2013-2014, Greenbrier High School achievement for ALL STUDENTS on the EOC Geometry assessment (95.77%) exceeded the AMO target (92.38%).Achievement for for the TAGG sub-populations (91.80%) exceeded the AMO target (82.35%). In 2012-2013,Greenbrier High School math students(90.71%) for All Students did not meet AMO but(80.52%) for TAGG sub-populations did meet AMO. In 2011-2012, All Students (93%) and TAGGstudents (93%) met the state AMO (82.3%).

October 13, 2014 Priority 2: MATH Page 14

Intervention Math Instructional Strategies and Best PracticesScientific 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). Administrators guide: How to support and improve mathematics in your school. Silver Springs, MD: National Council of Teachersof Mathematics (NCTM). Myren, C. (1995). Posing Open-ended questions in the primary classroom. Greensboro, NC: Teaching ResourceCenter. ,br> National Educational Technology Standards for Students. (2007). National educational standards for students: Connecting curriculumand technology. Washington, DC: InternationalSociety 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 themathematics 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 Educationand 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 FundsTeachers will participate in horizontal and vertical inservice meetings.

Teachers will identify curriculum needs, overlapping, and gaps. Pacing

guides will be developed and common lesson plans, assignments, and

assessments will be developed and implemented for each course. Student

grades and attendance will be posted weekly on the Home Access Center

(HAC) by each teacher.

Action Type: Alignment


John Ashworth & Teri MoffittStart: 07/01/2014

End: 06/30/2015


Intervention Math Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsTeachers, counselors, and administrators will analyze MAP, interim

assessment data, and end of course data to determine weak areas and identify

students from the group of All Students and TAGG students. The identified

students will be continually monitored for growth using an Assessment Wall.

Students will also be monitored through our Student Intervention Team for

interventions that have been implemented for All Students and TAGG

students who are below proficient.

Action Type: AIP/IRI


Action Type: Equity



End: 06/30/2015


District Staff


Teachers

ACTION BUDGET:

Teachers will implement strategies presented through professional

development opportunities and through training for teachers to enhance the

implementation and application co-teaching instructional strategies.

Action Type: Equity




End: 06/30/2015

District Staff

Outside Consultants ACTION BUDGET:

A rigorous and intentional curriculum which is aligned to state standards the

CCSS will be planned and implemented. Teachers will meet vertically and

horizontally during provided common planning time and job embedded

professional development to discuss curriculum, content alignment, common

lesson plans, instruction and assessments, pacing guides and modeling of

high yield strategies. Quality standards-based work will be displayed in the

classrooms. Bloom’s Revised Taxonomy will guide lessons for rigorous

language and vocabulary. Secondary math teachers will align math

curriculum through grades 6-12.




John Ashworth,

Jeana Williams,

& Teri Moffitt

Start: 07/01/2014

End: 06/30/2015


Teachers

Teaching Aids

ACTION BUDGET:



Intervention Math Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsThere will be enhanced technologies incorporated in all classrooms to

improve instructional delivery and aide in increased student engagement. The

District Technology Coordinator will provide inservice on using the

technology within their curriculum and make aware different available online

resources.Action Type: Professional Development


B.J. Burgess Start: 07/01/2014

End: 06/30/2015



In compliance with the McKinney-Vento Homeless Act, 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 will continue to monitor and support students

throughout the year. Greenbrier High Schools PTO and faculty have set up

resources for needy children, including but not limited to, school supplies,

snacks, clothes, and personal hygiene.

Action Type: Equity



End: 06/30/2015


The math department will provide assistance when necessary through before

and after school tutoring and/or Saturday School to small groups and

individuals needing extra instructional support.

Action Type: Equity

Blake Driskill Start: 07/01/2014

End: 06/30/2015

Teachers

Teaching Aids ACTION BUDGET:

Every year staff will be provided with professional development on data

disaggregation for Geometry EOC, Literacy Benchmark, and interim

assessment. Teachers will learn how to use data analysis to drive instruction.



End: 06/30/2015



Administrative observations and classroom observations (using the

Bloomboard program), and Peer Observations will be used to monitor and

evaluate research based practices that address specific needs of TAGG

students to ensure that high yield instructional strategies that meet their

specific needs are reflected in lesson plans and classroom instruction.

Action Type: Equity


End: 06/30/2015




Intervention Math Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsIncreased high yield instructional strategies were monitored through data

documented from classroom walkthrough (CWT) reports with emphasis on

successful implementation of high yield instructional strategies. The CWT

reports indicated slight improvement. Continued improvement will remain

the focus for teachers receiving intense professional development and

participation in the application of high yield instructional strategies.


John Ashworth,

& Jeana Williams

Start: 07/01/2014

End: 06/30/2015


Teachers’ individual professional learning plans and professional growth

plans will be developed based on student data and classroom observations.



End: 06/30/2015


Leadership teams within the school foster collaboration, support Response to

Intervention through the SIT committee, coordinate the vertical and

horizontal implementation of the Arkansas Advanced Initiative for Math and

Science (AAIMS) model, and provide leadership for a culture of excellence

through the Advanced Placement and concurrent credit programs.





End: 06/30/2015



ALL ACTIONS IN THIS PLAN WILL BE ADHERED TO AND

MONITORED AND WILL BE UNDER DISTRICT PEER REVIEW.



End: 06/30/2015


Specific strategies to promote parental involvement are outlined in the

parental involvement intervention.


Susan Harmon,

Christie Burns & Kim Hebel

Start: 07/01/2014

End: 06/30/2015




Intervention Math Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsAll students in high school Geometry and Algebra II are the targeted focus of

our interventions. We will continue research based instructional strategies for

the 2014-2015 school year. All struggling students will be referred to the

Student Intervention Team (SIT). The SIT committee will make

recommendations for Tier I and Tier II strategies for teachers to implement in

classrooms. Additional support and resources will be provided as well as

additional remediation from certified Special Education teacher through the

co-teaching model. Saturday school and Before and after school remediation

is provided. For students without transportation, teachers make themselves

available before and after school. The high school faculty members are

united in doing "Whatever it Takes" to assist students.



End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:

The math department will conduct math remediation and credit recovery

using Apex Learning. A math intervention program (IXL) will be used for

student remediation for all Albebra I students or Geometry students who did

not score proficient on the Algebra I EOC and Geometry EOC and/or did not

receive credit for the course(s). Math Academic Improvement Plans (AIPs)

will be developed and will target individual students weak areas. Parents will

be notified and involved in completing AIPs. Math AIPs will be created and

maintained on-line.

Action Type: Equity


End: 06/30/2015


Arkansas Advanced Initiative for Math and Science (AAIMS) supplies will

be purchased to support and enhance science instruction.

Action Type: Equity

Darrin Gainer Start: 07/01/2014

End: 06/30/2015


Science teachers will take part in vertical and horizontal planning, data

analysis, and in learning strategies for improving instruction. This will be

aided by a district science consultant.



Action Type: Equity


Darrin Gainer Start: 07/01/2014

End: 06/30/2015




Intervention Math Instructional Strategies and Best PracticesActions Person Responsible Timeline Resources Source of FundsThe Mathletes (high school math tutors) will provide assistance through

before and after school tutoring to small groups and individuals needing extra

instuctional support.

Action Type: Equity

Cheryl Winberry Start: 07/01/2014

End: 06/30/2015


PROGRAM EVALUATION: Math teachers will administer an interim

assessment, Measures of Academic Performance (MAP), as a pre and post

computerized assessment of math skills. Pre and post data will be analyzed to

determine student growth. MAP will be utilized as PROGRAM

EVALUATION to guide instruction and target students’ instructional ranges.

MAP will be used to evaluate the effectiveness of the math program.



End: 06/30/2015


PROGRAM EVALUATION: The interim assessment will be administered

by Greenbrier High School math teachers. Common interim assessments are

formatted to the PARCC math PBA’s (Geometry and Algebra II) to assess

math skills and provide experience responding to open-response and

performance based assessment questions. GHS math teachers will continue to

analyze student achievement data from these assessments to guide

instruction. Interim assessment data will be used as a PROGRAM

EVALUATION to evaluate the effectiveness of the math program.



Total Budget $0.00


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

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

Benchmark: For the 2013 - 2014 school year, there will be a decrease of the average Body Mass Index for students as evaluated by the annual BMIscreening. 

Intervention Greenbrier Public Schools will provide district-wide and building-level administrative support for wellness.Scientific Based ResearchJournal of the American dietetic Association, 103(7): 887-93. 2003. NAL Call Number: 389.8. Position of the american dietetic Association: Childand adolescent food and nutrition programs. J. Stang, C.T. Bayerl.Food and Nutrition Information Center’s (FNIC). Clinical Pediatrics, 40(2):63-70. 2001. NAL Call Number: RJ1-C55, Behavioral and cognitive status in school-aged children with a history of failure to thrive during earlychildhood. R.A. Dykman, et. al.

Actions Person Responsible Timeline Resources Source of FundsThe Greenbrier School District will support schools in the alignment and

implementation of the current Arkansas Nutrition and Physical Education

and Physical Activity Standards and Arkansas Curriculum Frameworks as

evidenced in daily lesson plans, resources, professional development

opportunities, and training will be provided to increase knowledge and

advance skills for successful implementation.



End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:

EVALUATION RESULTS: According to BMI data, Greenbrier High School

10th grade male students improved. (43.5% Overweight or Obese in 2010 to

31.2% Overweight or Obese in 2013). (Data was N/A for 10th grade females

in 2010 as well as in 2013). The Greenbrier School District will ensure

each school provides a pleasant environment and monitors schedules and

other factors which may interfere with students’ access to health information,

resources, and a healthy environment. The School Health Index (SHI)

Modules will be used to evaluate district and school effectiveness by an

increase of 5%.Action Type: Program Evaluation


Terry May & Cindy Hartman Start: 07/01/2014

End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:

October 13, 2014 Priority 3: WELLNESS Page 21


Intervention Greenbrier Public Schools will provide district-wide and building-level administrative support for wellness.Actions Person Responsible Timeline Resources Source of FundsThe Greenbrier School District will: 1. provide support to schools to ensure

successful implementation of the Wellness Policies; 2. provide resources and

professional development to district and school staff to improve the overall

school nutrition environment; 3. promote the health and physical activity

curriculum and student health.


Krista Jackson,

Child Nutrition Specialist

Start: 07/01/2014

End: 06/30/2015


District Staff ACTION BUDGET:

The Greenbrier School District has developed district wellness policies in

collaboration with the district Nutrition and Physical Activity Committee.

Policies have been approved by the district school board. Policies include the

five federal requirements: Goals for nutrition education, physical activity and

other school-based activities, nutrition guidelines, guidelines for

reimbursable school meals, a plan for measuring implementation of the local

wellness policy, and community involvement.




End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:

The Nutrition and Physical Activity Committee as part of the ACSIP

committee will frequently monitor goals and will evaluate the effectiveness

of interventions by reviewing data results, and other assessments related to

Wellness (School Health Index Modules, Wellness Policy Checklist,

Schoolwide Body Mass Inventory, Presidential Fitness Challenge, etc.)

ACSIP will be modified as needed.Action Type: Collaboration


Cindy Hartman & Steve WoodStart: 07/01/2014

End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:

The Greenbrier School District will provide a full-time nurse (1 FTE) which

will assist in the physical well being of the students including providing

healthcare information to parents, vision and hearing screenings for students,

gathering Body Mass Index (BMI) data on student population, and helping to

meet the healthcare needs of the students on a daily basis. This nurse exceeds

standards and is in line with the Governor’s Summit on the Whole Child

Initiative, Five Strands of the Whole Child Compact for educating our

children with health being the first strand. Research supports that for students

to learn at high levels, they must first be healthy.


Gina Grider Start: 07/01/2014

End: 06/30/2015


District Staff ACTION BUDGET:



Intervention Greenbrier Public Schools will provide district-wide and building-level administrative support for wellness.Actions Person Responsible Timeline Resources Source of Funds

Total Budget $0.00


Intervention Greenbrier High School will implement practices to provide opportunities for students to practice healthy behaviors at school andencourage them to make healthy food and physical activity choices resulting in increased academic performance.

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

Actions Person Responsible Timeline Resources Source of FundsThe Greenbrier School District will support the schools in making physical

activity and healthy foods available and encourage students to make healthy

behavior choices outside the school. (ie. district snack list, school meals

followA guidelines for Recipes for Schools, etc.)


Krista Jackson,


Start: 07/01/2014

End: 06/30/2015


District Staff

Teachers

ACTION BUDGET:

EVALUATION RESULTS: Greenbrier High school wellness intervention

was effective according to the improvement in the School Health Index and

Body Mass Index (BMI) data. The Greenbrier School District will

ensure that both the district and the building-level wellness committee will

evaluate the effectiveness of the Health Program by conducting pre and post

assessment of School Health Index Module results and surveys given to

students and teachers. Results of the evaluation will be shared with staff so

that changes can be made to address survey results.



Krista Jackson,


Start: 07/01/2014

End: 06/30/2015


Central Office

Community Leaders

District Staff

Teachers

ACTION BUDGET:

The Greenbrier School District will ensure that the Wellness Committee will

observe and assist in the evaluation of the various methods used to distribute

and collect free and reduced price meal applications as well as the student

collection procedures to support the Child Nutrition Director in making

appropriate changes that improve access to the program by all students.



Krista Jackson,


Start: 07/01/2014

End: 06/30/2015


Central Office

Community Leaders

District Staff

Teachers

ACTION BUDGET:

The Greenbrier School District will support school staff exhibiting qualities

of positive role models for healthy eating and physical activity.



Steve Wood Start: 07/01/2014

End: 06/30/2015


Community Leaders

District Staff

Teachers

ACTION BUDGET:


Intervention Greenbrier High School will implement practices to provide opportunities for students to practice healthy behaviors at school andencourage them to make healthy food and physical activity choices resulting in increased academic performance.Actions Person Responsible Timeline Resources Source of FundsGreenbrier 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, Home Acces Center (HAC), e-mail, school web-site, school

marquee)






End: 06/30/2015


Community Leaders

District Staff

Teachers

Teaching Aids

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.



Randy Tribble & Cindy HartmanStart: 07/01/2014

End: 06/30/2015



All physical activities follow the Arkansas Curriculum Frameworks as

evidenced in lesson plans to support healthy lifestlye choices and critical

thinking skills for students.




Brett Meek Start: 07/01/2014

End: 06/30/2015


Community Leaders

District Staff

Teachers

ACTION BUDGET:

Greenbrier High School will provide marketing education that encourages

students to make healthy food and physical activity choices. (ie. bulletin

boards and posters found in building and in cafeteria)



Krista Jackson,


Start: 07/01/2014

End: 06/30/2015


Community Leaders

District Staff

Teachers

ACTION BUDGET:



Intervention Greenbrier High School will implement practices to provide opportunities for students to practice healthy behaviors at school andencourage them to make healthy food and physical activity choices resulting in increased academic performance.Actions Person Responsible Timeline Resources Source of FundsGreenbrier High School will encourage the development and participation in

family oriented, community-based physical activity programs.




Leslie Phillips & Cindy HartmanStart: 07/01/2014

End: 06/30/2015


Community Leaders

Teachers

ACTION BUDGET:

Total Budget $0.00



A School Improvement Planning Team

SCHOOL IMPROVEMENT PLANNING TEAM MEMBERSClassification Name Position Committee

Autumn Russell Student WellnessHayley Chandler Student MathJacob Fleuch Student Literacy

Classroom Teacher Aida Kuettel Teacher LiteracyClassroom Teacher Alan Buchanan Science Literacy & WellnessClassroom Teacher Amber Vint Media Specialist LiteracyClassroom Teacher Angela Brown English LiteracyClassroom Teacher Anna Waters Math MathClassroom Teacher Blake Driskill Teacher MathClassroom Teacher Brandon Lewis Parent Involvement and LiteracyClassroom Teacher Brian Butler Social Studies & Coach Literacy & WellnessClassroom Teacher Cassi Gilbow Teacher MathClassroom Teacher Charles Parsons Social Studies LiteracyClassroom Teacher Cheryl Winberry Math MathClassroom Teacher Cindy Hartman Coach & Health/PE Literacy & WellnessClassroom Teacher Darrin Gainer Science Building Steering Committee & MathClassroom Teacher Ellen Westerman Teacher LiteracyClassroom Teacher Jackie Williams Teacher MathClassroom Teacher Jeana Atkinson Special Services LiteracyClassroom Teacher Jennifer Church Instrumental Music Parental Involvement & LiteracyClassroom Teacher Jeremy Kennedy English Building Steering Committee & LiteracyClassroom Teacher Judith Putnam Science MathClassroom Teacher Karen Hall Teacher LiteracyClassroom Teacher Karen Rowlett Business Education LiteracyClassroom Teacher Kim Austin E.A.S.T. Parental Involvement & LiteracyClassroom Teacher Kim Farris Special Services Literacy & MathClassroom Teacher Margie Towery Science Building Steering Committee & MathClassroom Teacher Mike Simmons Math Math & Wellness

October 13, 2014 Appendix School Improvement Planning Team Page 27


Classification Name Position CommitteeClassroom Teacher Nancy Woodall Business Education LiteracyClassroom Teacher Pam Nacke Teacher Literacy & Parental InvolvementClassroom Teacher Randy Tapley Special Service MathClassroom Teacher Randy Tribble Coach & Physical Education Literacy & WellnessClassroom Teacher Rebekah Bilderback Mission, Parent Involvement, LiteracyClassroom Teacher Rodney Weidower Agriculture LiteracyClassroom Teacher Russell Wortham Social Studies Literacy & WellnessClassroom Teacher Scott Ferguson Teacher LiteracyClassroom Teacher Sheila Williams Teacher Building Steering Committee & LiteracyClassroom Teacher Sherry Williams English LiteracyClassroom Teacher Sheryl Springer English LiteracyClassroom Teacher Stephanie Davis Teacher LiteracyClassroom Teacher Susan Harmon English Building Steering Committee, Literacy & Parental InvolvementClassroom Teacher Susan Holtz Drama/Oral Communications LiteracyClassroom Teacher Teri Moffitt Math Building Steering Committee & MathClassroom Teacher Terry May Coach & Health/Physical Education Literacy & WellnessClassroom Teacher Tracy Winston Teacher WellnessCommunity Representative Julie Matthews Parent InvolvementCommunity Representative Marti Fife Community InvolvementCommunity Representative Shawn Johnston First Security Bank Community InvolvementDistrict-Level Professional B.J. Burgess Technology Administrator MathDistrict-Level Professional Lisa Todd Deputy Superintendent - Title I Supervisor/Federal Programs Coordinator District & Building Steering CommitteesDistrict-Level Professional Scott Spainhour Superintendent LiteracyDistrict-Level Professional Steve Wood Athletic and Transportation Director WellnessDistrict-Level Professional Susan Jackson Director of Curriculum & District G/T & AP Coordinator District Parental Involvement ChairNon-Classroom Professional Staff Christie Burns Counselor Parental Involvement & LiteracyNon-Classroom Professional Staff Dana Taylor Attendance Clerk MathNon-Classroom Professional Staff Darla DeGood Custodial Staff WellnessNon-Classroom Professional Staff Debbie Hogan Counselors’ Secretary MathNon-Classroom Professional Staff Dianne Cox Paraprofessional MathNon-Classroom Professional Staff Donna Hartness Secretary Wellness



Classification Name Position CommitteeNon-Classroom Professional Staff Jessica Brakebill Paraprofessional LiteracyNon-Classroom Professional Staff Kim Hebel Counselor Parental Involvement & LiteracyNon-Classroom Professional Staff Kristy Palmer Paraprofessional LiteracyNon-Classroom Professional Staff Lea Cain Paraprofessional MathNon-Classroom Professional Staff Lydia Blue Paraprofessional MathNon-Classroom Professional Staff Marie Barnes Custodian MathNon-Classroom Professional Staff Mary Jane Fulmer Administrative Secretary LiteracyNon-Classroom Professional Staff Pam Ward District Level Secretary Federal ProgramsNon-Classroom Professional Staff Scotty Day Custodian WellnessNon-Classroom Professional Staff Stephanie Malone Custodial Staff LiteracyNon-Classroom Professional Staff Todd Havens Maintenance Staff MathParent Amy Burchfield Parent LiteracyPrincipal Brett Meek Assistant Principal Building Steering Committee and Title VPrincipal Jeana Williams Assistant Principal Building Steering Committee & Title VPrincipal John Ashworth Principal Building Steering Committee & Title V


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