school plan - siloam springs high school 1500 west

School Plan

SILOAM SPRINGS HIGH SCHOOL

1500 WEST JEFFERSON,SILOAM SPRINGS, AR 72761

Arkansas Comprehensive School Improvement Plan

2010-2011

CHANGING LIVES THROUGH EDUCATIONAL EXCELLENCE

Table of Contents

Priority 1: Literacy Goal: All students will improve in reading comprehension and written expression with additional attention to literary, content, and practical reading passages, and content and style writing domains. Priority 2: Math Goal: In Algebra, all students will improve their skills in understanding the language of algebra, solving equations and inequalities, linear functions and non-linear functions with both multiple choice and constructed response questions. In Geometry, students will improve in their skills with triangles (properties of congruence, similarity, inequality, Pythagorean Theorem, trigonometric ratios), and relationships between two and three dimensions, and measurement with both multiple choice and constructed response questions and coordinate Geometry and transformations constructed response questions. Improving achievement on constructed response questions remains a priority for both Algebra and Geometry. Priority 3: Wellness Goal: Students participating in the BMI screening will improve their cardiovascular, muscular, strength/endurance, and flexibility activities. Priority 4: English Language Learners Goal: All students will improve in reading comprehension and written expression with a focus on content, practical, and literary text; open response reading questions; utilizing the writing process to improve content, style, and organization; and vocabulary development.

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

Priority 1: Improving Literacy

Supporting Data:

1. Siloam Springs High School conducted a three year data trend analysis of literacy achievement using results from quarterly formative assessments, local common assessments, 11th grade literacy exam, and attendance rates. Results for both the combined population and each subpopulation were examined to identify specific areas of weakness in the learning strands. Our data analysis identified the following focus areas for improvement: reading comprehension; reading and interpreting a variety of text including practical, informational, and technical texts; writing with understanding of purpose, speaker, audience, and form; and writing conventions with attention given to sentence structure, type, and length, and rules of capitalization and punctuation. We examined our instructional strategies, classroom structure/grouping, and Classroom Walkthrough data and are modifying our curriculum, instruction, common assessments and professional development practices to better meet the needs of all our populations. In addition, literacy teachers meet weekly with the instructional facilitator to review formative, real time classroom performance data, and assessment wall information for the purpose of making decisions regarding the direction and focus of classroom instruction. We meet monthly as an entire faculty to review data and instructional practices that will improve student achievement. We will select appropriate interventions and use funds that put us in the best position to address these needs.

2. The attendance rate for the 2009-2010 school year was 92.45%. 3. The graduation rate for 2009 was 93%. 4. 5. .

GoalAll students will improve in reading comprehension and written expression with additional attention to literary, content, and practical reading passages, and content and style writing domains.

Siloam Springs High School will meet or exceed annual AYP expectations (75.81% proficient or advanced)for all students on the Grade 11 Literacy Exam, including each disaggregated subgroup.

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1/10/2011http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1

Benchmark

SSHS is currently on WHOLE SCHOOL IMPROVEMENT YEAR 1 (WSI-A-1). All populations either met the 2010 Literacy AMO of 67.75% proficient or advanced or met safe harbor requirements. It is expected that all populations will meet or exceed the 2011 Literacy AMO of 75.81% proficient or advanced or make the necessary gains to invoke "safe harbor".

Intervention: Siloam Springs High School will teach an aligned, standards-based curriculum.

Scientific Based Research: Carter, Lisa. Total Instructional Alignment. Solution Tree, 2007. Reeves, Doug. Center for Performance Assessment, 1998. Hayes-Jacobs, Heidi. Mapping the Big Picture. Association for Supervision & Curriculum, 1997.

ActionsPerson Responsible

Timeline ResourcesSource of Funds

Teachers will establish lesson plans that correlate to the frameworks and pacing guides. Teachers will utilize technology to prepare and submit lesson plans to designated administrators. Action Type: Alignment

Charlie Abernathy, Principal

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

� Teachers � Teaching Aids

ACTION BUDGET:

$

All teachers are required to keep updated pacing guides, curriculum maps, or course guides that are aligned to the state frameworks for each of the classes they teach. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Connie Matchell

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

� Computers � Teachers

ACTION BUDGET:

$

Mastery Algebra I, Mastery Geometry, English I, II, III, and Biology teachers will use TLI common formative assessments to monitor student progress. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Charlie Abernathy

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

� Teachers

ACTION BUDGET:

$

As instructional leaders, administrators and instructional facilitators will conduct classroom walk-throughs daily. Teachers will be held accountable to teach a standards-based curriculum that is aligned to the Arkansas Curriculum Frameworks, and principals and instructional facilitators will be accountable for assisting teachers in improving their teaching competencies in areas where the teacher and administrator agree there may be room for improvement. Action Type: Alignment

Charlie Abernathy

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

ACTION BUDGET:

$

COLLABORATIVE DECISION MAKING: The Instructional Facilitator will guide teachers and provide continuity in literacy between different grade levels and disciplines. Language Arts teachers will meet weekly with the Instructional Facilitator in order to plan lessons and discuss student progress. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Connie Matchell, Joe Lamanske

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

� District Staff

ACTION BUDGET:

$

Annually teachers and administrators will review SAT-10, Benchmark, Literacy Exam, and End of Course data to analyze strengths and weaknesses and to determine the areas of needed improvement. Curriculum maps and/or pacing guides for every course will be reviewed to determine gaps and redundancies. This annual review will also be used to determine the effectiveness of

Charlie Abernathy

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

� Administrative Staff

� District Staff � Outside

Consultants � Performance

Assessments � Teachers

ACTION BUDGET:

$

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our overall School Improvement Process. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development

ACADEMIC IMPROVEMENT PLANS (AIPs) will be written for each student scoring below proficient on the benchmark or EOC and updated through out the year to document progress and remediation. Students in remediation for testing will be using appropriate technology and teacher resources. Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement

Kelly Svebek, Kelle Meeker

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

� District Staff � Teachers

ACTION BUDGET:

$

EVALUATION: Evaluation of the standards-based curriculum will be through the use of formative assessments, TLI assessments, and summative end-of-course or end-of level assessments in order to measure student growth and achievement. 2009-2010 data from the 11th grade Literacy Exam indicates growth in literacy in all populations. Action Type: Program Evaluation

Charlie Abernathy

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

� Performance Assessments

ACTION BUDGET:

$

Students will be provided an opportunity to participate in a summer school session that will enable them to recover 1 block of English credit. Action Type: Alignment Action Type: Technology Inclusion

Charlie Abernathy

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

ACTION BUDGET:

$

Student lesson goals and frameworks for each day will be posted in the classroom and corresponding frameworks for each objective will be documented in lesson plans. Action Type: Alignment

Charles Abernathy, Principal

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

ACTION BUDGET:

$

Science, social studies, and vocational teachers will utilize NWAESC Instructional Alignment documents to provide for local and regional horizontal and vertical curriculum alignment. Action Type: Alignment

Connie Matchell

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

ACTION BUDGET:

$

Mastery Algebra, Mastery Geometry, English I, II, II, and Biology will utilize the The Learning Institute pacing guides to provide for local horizontal and vertical curriculum alignment. Action Type: Alignment

Connie Matchell

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

ACTION BUDGET:

$

STRATEGIES TO ATTRACT HIGHLY QUALIFIED TEACHERS include attending career fairs, advertising in newspapers, and the Siloam Springs Mentoring program. All teachers and paraprofessionals are designated Highly Qualified under state guidelines. Action Type: Equity

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

ACTION BUDGET:

$

TWO-YEAR PLAN: The actions and interventions in this ACSIP plan represent the second year of a two-year plan as required by state and federal regulations.

Charlie Abernathy, Principal and Connie

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


� Teachers ACTION BUDGET:

$

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Action Type: Alignment Matchell, PD Coordinator

Total Budget: $0

Intervention: Parental Involvement

Scientific Based Research: National Center for Family and Community Connections with Schools, Southwest Educational Development Laboratory (http://www.sedl.org/connections/) "A New Wave of Evidence. The impact of school, family, and community connections on student achievement." Henderson A., & Mapp, K., 2002.



The school will facilitate communication with parents through the use of technology including the following: a phone message program, SSSD Website (includes Pinnacle, teacher web pages, daily announcements, and a calendar of school activities). Action Type: Parental Engagement Action Type: Technology Inclusion


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

� Computers

ACTION BUDGET:

$

The school initiates parent contact by inviting parents to open house, CAP conferences, parent-teacher conferences, financial aid night, college night, and career night. Parents and teachers communicate regularly through progress reports, Pinnacle (online grades), phone calls, and email. Action Type: Equity Action Type: Parental Engagement

Betty Garretson, Counselor; Lesa Eaves, Counselor; Debbie Mattingly, Counselor

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


Consultants � Teachers

ACTION BUDGET:

$

School board meetings will include "Celebrations" to recognize positive accomplishments of students. Parents are encouraged to attend. Action Type: Parental Engagement

Ken Ramey, Superintendent

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

� None

ACTION BUDGET:

$

In order to utilize community resources, we will ENABLE THE FORMATION OF A PARENT TEACHER ASSOCIATION OR ORGANIZATION that will foster parental and community involvement within the school. Parent involvement is also encouraged through involvement in the Siloam Springs Adopters Program. Action Type: Parental Engagement

Lisa Harris, Adopters Chairman

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

� District Staff

ACTION BUDGET:

$

IEP meetings are conducted annually. Teachers must attend annual IEP meetings with parents to report student progress and provide input on learning goals. Action Type: Parental Engagement Action Type: Special Education

Debbie Chamberlin, Special Education Teacher

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

� Teachers � Title Teachers

ACTION BUDGET:

$

Official school/district forms will be translated into Spanish. Action Type: Equity Action Type: Parental Engagement

Leslie Moore, ESL Coordinator, Ivonne Garrison

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


ACTION BUDGET:

$

The Vocational Department has an ALUMNI ADVISORY BOARD to provide advice and guidance for school improvement. Action Type: Collaboration Action Type: Parental Engagement

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

� Community Leaders

ACTION BUDGET:

$

To help our parents in assisting their children we will: Schedule PARENTAL INVOLVEMENT MEETINGS at which parents

Charles Abernathy; Valarie Horn

Start: 07/01/2010 End:


ACTION

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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 from their child's education, and D. how parents can assist in their child's learning and make a difference in their child's education, including ways parents can incorporate learning activities in the home environment. Action Type: Collaboration Action Type: Parental Engagement

06/30/2011 BUDGET: $

In order to encourage communication with parents we will prepare an INFORMATIONAL PACKET or section in the student handbook 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 schedule of activities planned throughout the year to encourage parental involvement; and procedures to allow the parents and teachers to communicate in a regular, two-way, meaningful manner with the child's teacher and prinicpal. Also included in the handbook is the SCHOOL'S PROCESS FOR RESOLVING PARENTAL COMPLAINTS OR CONCERNS, including how to define a problem, who to approach first, and how to develop solutions. Action Type: Equity Action Type: Parental Engagement

Valarie Horn, Parent Involvement Coordinator

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


� Outside Consultants

ACTION BUDGET:

$

Administrators (3HRS) and teachers (2HRS) will receive training to enhance understanding of effective parent involvement strategies and the importance of setting expectations and creating a climate conducive to parental participation. The DISTRICT is committed to parental involvement and invites parents to be a part of their child's education through sharing information via newletters, websites, or other modes of communication. Action Type: Parental Engagement Action Type: Professional Development


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



$

An area will be designated as a PARENT CENTER. Parenting books, magazines and other informative material will be available for parents to borrow for review. The school will engage parents in career fairs, scholarship nights, CAP conferences and other activities that promote RESPONSIBLE PARENTING. Action Type: Parental Engagement

Valarie Horn, Parental Involvement Coordinator; Charles Abernathy, Principal

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


Consultants � School Library

ACTION BUDGET:

$

The principal will designate one certified staff member to serve as a PARENT FACILITATOR to organize meaningful

Charles Abernathy; Valarie Horn

Start: 07/01/2010 End:

� District Staff

ACTION

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training for staff, to stress the importance of effective communication, and to value the contributions of parents. The parent facilitator will coordinate and integrate parent involvement programs and activities. Action Type: Parental Engagement

06/30/2011 BUDGET: $

Using a volunteer interest survey form, the school will request volunteers for various activities. A VOLUNTEER RESOURCE BOOK will be developed and placed in school offices and library for use by faculty and staff as they seek volunteers for functions outlined on the survey form. Action Type: Collaboration Action Type: Parental Engagement

Valarie Horn, Parent Involvement Coordinator

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


� District Staff ACTION BUDGET:

$

A ninth grade orientation will be held in conjunction with Open House for incoming ninth graders and their parents in order to assist with the transition to high school. Action Type: Parental Engagement

Kelly Svebek, Assistant Principal; Betty Garrettson, Counselor

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



� Teachers

ACTION BUDGET:

$

A parent email database will be compiled each year and will be made accessible to teachers through the intranet in order to facilitate parent communication. Action Type: Parental Engagement Action Type: Technology Inclusion

Valarie Horn, Parental Involvement Coordinator

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


ACTION BUDGET:

$

Interpreters will be utilized as needed during CAP conferences and other parent conferences in order to facilitate communication. Action Type: Equity Action Type: Parental Engagement

Charlie Abernathy

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



$

Through Career & Academic Planning (CAP), PARENTS OF HIGH SCHOOL STUDENTS WILL BE INFORMED ABOUT HOW TO BE INVOLVED IN DECISIONS affecting course selection, career planning, and preparation for postsecondary opportunities. Each teacher will be assigned a specific group of students. CAP meetings will be scheduled throughout the year. The CAP program will be evaluated annually based on evaluation forms completed by students, teachers, and parents. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

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



$

The school will designate TWO PARENT/TEACHER CONFERENCES each school year. We will also host an annual OPEN HOUSE at the beginning of each school year. Action Type: Collaboration Action Type: Parental Engagement

Charlie Abernathy

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

ACTION BUDGET:

$

EVALUATION Evaluation of the Parent Involvement intervention will be through statistics from CAP conference exit surveys, Open House and Parent Teacher Conference involvement as documented by

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

ACTION BUDGET:

$

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sign-in sheets, parent volunteer survey results, parent volunteer hours, teacher records of parent contact. 2009-10 CAP survey data indicates that most parents are pleased with the CAP process. 90% of parents attend CAP conferences. Attendance at Open House and PT Conferences increased in 2009-2010. Parent volunteers are not utilized to the extent they could be in order to assist in the educational process. Action Type: Parental Engagement Action Type: Program Evaluation

PROFESSIONAL DEVELOPMENT All administrators and counselors grades 7-12 will participate in three hours of initial scholarship training and a one-hour update each year following the initial training. Action Type: Professional Development

Charlie Abernathy

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

ACTION BUDGET:

$

The parent facilitator will form a parent involvement committee made up of teachers and parents in order to examine ways for parents to become more involved in SSHS. A monthly newsletter or email and/or parent website will be utilized to improve parent involvement. Additional activities such as a reading club, Literacy Night, and performance night may be planned by the committee. Action Type: Collaboration Action Type: Parental Engagement Action Type: Technology Inclusion

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

ACTION BUDGET:

$

A Parent Involvement Night will be held specifically for Hispanic parents in order to provide information about our school including CAP, Encore, student expectations, how to effectively communicate with the schools, and scholarship opportunities.

Lisa Hotsenpiller, Ivonne Garrison

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

ACTION BUDGET:

$

Total Budget: $0

Intervention: The Comprehensive Literacy approach will be used for vocabulary instruction.

Scientific Based Research: Biancarosa, G., and Snow, C.E. (2004) Reading Next--A Vision for Action and Research in Middle and High School Literacy. Washington, DC: Alliance For Education. Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NICHD)(2000). Report of the National Reading Panel. Reading First, Federal Initiative authorized by the No Child Left Behind Act of 2001. McTighe, J. & Wiggins, G., Understanding by Design, ASCD, Alexandria, VA, p 8-18, (1998).



Each discipline will develop content related vocabulary lists which will be explicitly taught and reinforced. (Bringing Words to Life, Beck, McKeown, Kucan, 2002) Action Type: Alignment

Charlie Abernathy

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

� Teachers

ACTION BUDGET:

$

Teachers will use visuals in the classroom when teaching vocabulary to benefit students with limited English skills. Action Type: Equity Action Type: Professional Development

Joe Lamanske

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




ACTION BUDGET:

$

Teachers will receive training on word study Joe Start: � District Staff

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and vocabulary study. Action Type: Collaboration Action Type: Professional Development

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

� Teachers

ACTION BUDGET:

$

Teachers will implement strategies such as word walls, concept maps, and word maps in order to reinforce vocabulary instruction for all students, including LEP and SES students. Action Type: Collaboration Action Type: Professional Development

Charlie Abernathy

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

� Teachers

ACTION BUDGET:

$

Teachers will review TLI tests, Benchmark and EOC data to detemine areas of weakness in order to modify vocabulary instruction as needed. Action Type: Collaboration Action Type: Equity

Joe Lamanske

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

� District Staff � Performance


ACTION BUDGET:

$

Highly Qualified ESOL teachers will be employed to support direct instruction of English language learners and to collaborate with regular teachers to implement the most effective instructional strategies for these students. Action Type: Equity

Loretta Radeke

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



$

EVALUATION: The comprehensive literacy intervention will be evaluated through the use of formative quarterly assessments (TLI), summative end-of-course or end-of-level assessments, and quarterly vocabulary assessments in order to measure student growth and achievement. There was little change on the style domain scores from 2009 to 2010, indicating a need to continue vocabulary development strategies. Action Type: Collaboration Action Type: Program Evaluation

Joe Lamanske

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


ACTION BUDGET:

$

Teachers will participate in weekly activities that reinforce word attack skills such as looking at the prefix, suffix, and root words to determine word meaning. (WOW) Action Type: Alignment Action Type: Collaboration

Joe Lamanske

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

ACTION BUDGET:

$

The Vocational Department works with local Human Resource Managers to provide industry tours for junior and senior students to see manufacturing and production facilities. The vocabulary and terminology specific to each industry is stressed and is relevant to what students are learning in their Vocational courses and serves as a real-world connection for vocabulary development. Action Type: Collaboration

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

ACTION BUDGET:

$

Total Budget: $0

Intervention: The Comprehensive Literacy approach will be used to provide comprehension instruction.

Scientific Based Research: Biancarosa, G., and Snow, C.E. (2004) Reading Next--A Vision for Action and Research in Middle and High School Literacy. Washington, DC: Alliance For Education. Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NICHD)(2000). Report of the National Reading Panel. Reading First, Federal Initiative authorized by the No Child Left Behind Act of 2001. McTighe, J. & Wiggins, G., Understanding by Design, ASCD, Alexandria, VA, p 8-18, (1998).



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The instructional facilitator will work with teachers to improve instructional strategies with a focus on how to better support student learning and comprehension skills. Instructional facilitator will provide training, model lessons and support teachers with supplemental materials and preparation supplies for state mandated test. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development

Joe Lamanske

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


� Central Office � Teachers

ACTION BUDGET:

$

Teachers will continue to receive training in comprehension instruction with an emphasis on constructing meaning, monitoring comprehension, using graphic organizers, summarizing, note-making, and analysis through the use of before, during, and after reading strategies (MAX strategies.) These strategies will be implemented in all content areas. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development

Charlie Abernathy

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




ACTION BUDGET:

$

All teachers will incorporate curriculum-related reading passages into their instruction on a weekly basis accompanied with follow-up discussion and/or writing about what they've read (NOW.) Teachers will document this in their lesson plans. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Joe Lamanske, Charlie Abernathy

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



$

All teachers will embed literacy and comprehension strategies in the content of their curriculum by utilizing techniques learned in staff development training and in collaborative learning groups. Action Type: Alignment Action Type: Collaboration

Joe Lamanske, Instructional Facilitator

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



$

Teachers will develop and implement strategies for dealing with children of generational or situational poverty. Strategies will be implemented in all content areas in order to improve student achievement. Action Type: Equity

Charlie Abernathy

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

� Teachers

ACTION BUDGET:

$

Pre-AP and/or AP English courses will be offered at each grade level in English and will require a summer reading assignment. Additionally, a state-approved Humanities course is offered at the senior level for honors credit. Action Type: Equity

Charlie Abernathy

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

ACTION BUDGET:

$

Students who were not proficient on the Grade 11 Literacy test will participate in skills building through the use of the Jedi program, small group instruction, or TLI quiz builder in order to remediate areas of weakness. Action Type: AIP/IRI

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


ACTION BUDGET:

$

Students scoring below basic or basic on the 8th benchmark or Grade 11 Literacy will have

Melissa Michael, Kelle

Start: 07/01/2010


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an AIP developed which will be updated throughout the year as they progress in their remediation. Student achievement, testing and grade information will be accessible to teachers. Action Type: AIP/IRI

Meeker End: 06/30/2011

ACTION BUDGET:

$

PROFESSIONAL DEVELOPMENT: All teachers will continue ESOL training and implement ELL strategies and modifications to increase comprehension and language skills for English language learners. Action Type: Equity Action Type: Professional Development

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

� Teachers

ACTION BUDGET:

$

Teachers will continue to use questioning strategies based on Bloom's Taxonomy to improve students' skills and concept development. Action Type: Alignment Action Type: Equity


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

� Teachers

ACTION BUDGET:

$

Math teachers will work to improve literacy skills through the use of open response questions in math Action Type: Alignment Action Type: Collaboration

Gayla Saegert

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

� Teachers

ACTION BUDGET:

$

Language Arts teachers will attend literacy training and will implement literature circels and a student-centered approach to literacy in their classrooms. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development

Charlie Abernathy

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



� Teachers

ACTION BUDGET:

$

EVALUATION: The implementation and effectiveness of the comprehensive literacy approach on comprehension will be evaluated through the use of formative interim assesments (TLI), Flynt-Cooter pre and post test results, media center circulation reports, EOL Literacy exam results, and teacher lesson plans. EVALUATION of 2009-2010 pre and post tests indicate gains in literacy. Grade 11 Literacy Exam results show growth in comprehension. There was a increase in scores on multiple choice for all three types of passages: literary, content, and practical from 66% in 08-09 to 71.66% in 09-10. Open response scores averaged 12.3 in 09-10, up from 9.6 in 08-09. Action Type: Program Evaluation

Charlie Abernathy

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

ACTION BUDGET:

$

The Vocational department reviews and makes annual subscritions to magazines, journals, and curriculum-specific publications for reference in each vocational class in order to enhance reading comprehension and literacy application to the vocational curriculum. Action Type: Alignment

Mike Rogers, Tamara Lane

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

ACTION BUDGET:

$

Teachers will attend follow-up training for MAX Teaching Strategies and will implement those literacy strategies as evidenced through daily course work, research papers, and presentations.

Joe Lamanske

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

ACTION BUDGET:

$

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Action Type: Alignment Action Type: Collaboration

Total Budget: $0

Intervention: The Comprehensive Literacy approach will be used to teach writing.

Scientific Based Research: Graham, S. and Perin, D. (2007) Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools. Washington DC: Alliance for Education. Teaching Children to Read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NICHD)(2000). Report of the National Reading Panel. Reading First, Federal Initiative authorized by the No Child Left Behind Act of 2001. McTighe, J. & Wiggins, G., Understanding by Design, ASCD, Alexandria, VA, p 8-18, (1998).



Instructional Facilitator will work with teachers to improve student writing skills. Instructional Facilitator will provide training, model lessons and support teachers with supplemental materials and preparation supplies for state mandated test. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development


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



$

Students will write research papers or create research projects. (SREB Literacy Across the Curriculum) Action Type: Alignment Action Type: Collaboration Action Type: Technology Inclusion

Anital Teel, Media Specialist, Joe Lamanske, Instructional Facilitator

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

� Computers � School Library � Teachers ACTION

BUDGET:$

Teachers will utilize common terminology and structures when requiring students to write paragraphs and essays (utilizing concrete details and commentary) Action Type: Alignment Action Type: Collaboration Action Type: Professional Development


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

� Teachers

ACTION BUDGET:

$

Teachers will use writing-to-learn and writing-to demonstrate-learning strategies weekly such as learning logs, RAFT, exit slips, extended response, academic paragraphs, academic essays. Action Type: Alignment Action Type: Equity


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



$

Language Arts teachers will review TLI formative assessments, Benchmark and EOC data, and student portfolios to determine areas of weakness in order to modify writing instruction as needed. Action Type: Program Evaluation

Joe Lamanske, Instructional Facilitator, Kelle Meeker

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

ACTION BUDGET:

$

EVALUATION The comprehensive literacy approach to teach writing will be evaluated through the use of student writing samples, and formative interim assessments and summative end-of-course and end-of-level assessments. 2009-2010 EVALUATION of the writing intervention indicates little growth in the domains of content and style (75% in 2009, 75.6% in 2010), and an increase in usage, mechanics, and sentence formation (from 87% in 2009 to 91% in 2010).


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

ACTION BUDGET:

$

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A nine-week course, Writing Essentials, will be created for 11th grade students and will focus on developing the writing skills needed to be successful in high school, college, and the work force.

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

ACTION BUDGET:

$

Total Budget: $0

Intervention: Ongoing school improvement will be supported through staff development that focuses on improving instructional leadership skills and improving teaching strategies.

Scientific Based Research: Chappuis, S. Stiggins, R. Arter, J. and Chappuis, J., (2004)Assessment for Learning: An Action Guide for School Leaders (Assessment Training Institute); DuFour, R and Eaker, R., (1998) Professional Learning Communities at Work (ASCD); Breaking Ranks II: Strategies for Leading High School Reform, National Association of Secondary School Principals (2004) (The Education Alliance).


Timeline Resources Source of Funds

As a High Schools that Work site, faculty members will continue to attend High Schools That Work meetings that are focused on implementing the key practices that will increase student achievement. Attendees will share information with faculty members who will continue to implement suggested ideas from the HSTW technical assistance visit. Action Type: Alignment Action Type: Professional Development Action Type: Technology Inclusion

Charlie Abernathy

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



� Teachers

ACTION BUDGET: $

In order to aid in recruiting and maintaining HIGHLY QUALIFIED TEACHERS, all teachers will be trained as Pathwise (PATHWISE, Education Testing Service) mentors in order to assist new faculty members. Teachers and administrators will attend Pathwise recalibration every three years. All novice teachers and teachers new to the district will participate in the mentoring program. Action Type: Collaboration Action Type: Professional Development

Charlie Abernathy

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



ACTION BUDGET: $

PROFESSIONAL DEVELOPMENT: The High School, along with the District, will provide the required professional development to all certified teachers and administrators, as mandated by current state legislation in ACT 83 of 2003. Professional development will include a minimum of sixty hours, including six hours of technology, two hours of parental involvement training for teachers, three hours of parental involvement for administrators, Arkansas History when required, data disaggregation and leadership training. Professional development opportunities beyond the state-required hours will be made available to administrators, certified personnel, instructional facilitators,




PD (State-223) - Purchased Services:

$22600.00

PD (State-223) - Materials & Supplies:

$2200.00

ACTION BUDGET:

$24800

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and selected other staff memebers. Staff members will attend local, regional, state, and/or national conferences to ensure they receive the most current information. The focus will be to address the specific learning needs of the Hispanic, LEP, SES, and Students with Disabilities subpopulations. Professional development will be defined by ACT 83 as a "coordinated set of planned learning activities for teachers, administrators, and classified employees that are standards-based and continuous". Professional development activities may include approved conferences, workshops, institutes, individual learning, mentoring, peer coaching, study groups, National Board for Professional Teacher Standards certification, distance learning, internships and college or university course work. Materials and supplies will be purchased to facilitate training as needed (Act 83 of 2003). This is an ongoing action which will continue during the 2010-2011 and 2011-2012 school years. Action Type: Professional Development Action Type: Technology Inclusion

Special Education teachers, and teachers of co-taught classes will utilize strategies learned in a collaborative, co-teaching training provided by the Arkansas Higher Ed. Institution, Arkansas Education Renewal Zone, Educational Cooperatives, and/or ADE in order to improve academic and social outcomes for students with disabilities by assisting in the implementation of more effective, inclusive education practices, especially more effective co-teaching practices. Action Type: Alignment Action Type: Equity Action Type: Professional Development Action Type: Special Education

Doris Henderson, SPED Supervisor

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

ACTION BUDGET: $

EVALUATION: Evaluation of staff development that focuses on improving instructional leadership skills and improving teaching strategies will be through the use of teacher evaluations in PD Express, NSDC Standards Assessment Inventory Survey and through Classroom Walk-Through data. Action Type: Program Evaluation


ACTION BUDGET: $

All teachers will develop individual professional growth plans based on

Jason Jones Start: 07/01/2010

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school-wide needs as determined by student data and classroom observations. Action Type: Professional Development

End: 06/30/2011

ACTION BUDGET: $

Ongoing staff development and training will be provided in Kagan Cooperative Learning structures and strategies. Action Type: Professional Development

Melissa Michael, Connie Matchell, Joe Lamanske

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

ACTION BUDGET: $

Ongoing staff development and training will be provided in MAX Teaching Strategies for Reading and Writing. Implementation of strategies will be monitored by classroom walkthroughs.

Charlie Abernathy

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

ACTION BUDGET: $

Total Budget: $24800

Intervention: Systems Organization for Improved Student Achievement

Scientific Based Research: The Best Schools "How Human Development Research Should Inform Educational Practice,Thomas Armstrong, ASCD 2006. The Model Schools Conference, Washington D.C. 2007. Daggett, Willard R. Preparing Students for Their Future, Successful Schools: From Research to Action Plans. 2005 Collins, Jim. Good to Great, Harper Business. 2001. Reeves, Douglas B., Accountability For Learning, How Teachers and School Leaders Can Take Charge, ASCD. Alexandria, VA., 2004. Armstrong, Thomas, The Best Schools, How Human Development Research Should Inform Educational Practice, ASCD., Alexandria Va.,2006. Pollock, Jane E., Improving Student Learning, One Teacher at a Time, ASCD., Alexandria, VA., 2007.



Administrators and supervisors and instructional facilitators will educate teachers on what they will be looking for when they conduct classroom walk-throughs. The expectations will be set by what has been determined, through data disaggregation, that students need in order to improve achievement and based on research of current best practice. Teachers and principals will collaborate to create an culture for maximum effectiveness of students, teachers, and administrators. Action Type: Collaboration Action Type: Professional Development




$

Through teacher feedback and by analyzing data, administrative staff will determine effectiveness of classroom walk-throughs. Action Type: Collaboration

Charlie Abernathy

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

ACTION BUDGET:

$

Each Siloam Springs High School administrator will conduct a minimum of 20 classroom walk-throughs per month. These observations are not intended for formal evaluation purposes. Action Type: Alignment

Diana Gray Start: 07/01/2010 End: 06/30/2009

ACTION BUDGET:

$

Teachers and administrators will form collaborative learning groups that will investigate areas of need and questions that are identified by the building administrative team. Action Type: Collaboration Action Type: Professional Development


ACTION BUDGET:

$

COLLABORATIVE DECISION MAKING: Siloam Springs High School has established an

Charlie Abernathy

Start: 07/01/2010


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Academic Leadership Team (ALT)that will meet weekly to examine building needs, determine how to meet those needs and to measure progress toward meeting those needs. Action Type: Collaboration

End: 06/30/2011


$

COLLABORATIVE DECISION MAKING: Siloam Springs High School has established a Principal's Council (leadership team) to determine what changes need to be made (prioritized areas of concern as identified during departmental meetings), and how to begin making these changes (through professional development, collaboration, etc.) This committee will monitor progress and make adjustments as needed. Action Type: Collaboration Action Type: Equity

Charlie Abernathy

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

ACTION BUDGET:

$

EVALUATION: The systems organization intervention will be evaluated through the use of teacher surveys, analysis of walk-through data, and through the use of student standardized test data. 2009-2010 EVALUATION: Analysis of the data indicated a need for continued growth in literacy instruction in all content areas 2009: 54%; 2010: 67.5%), a need for more consistency with daily walk-throughs, and more intentional use of instructional time. Action Type: Program Evaluation

Charlie Abernathy

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

ACTION BUDGET:

$

THE SPRINT team will support identification and monitoring of students who need assistance academically and behaviorally and will utilize the PYRAMID OF INTERVENTIONS in order to provide support for students. The Student Intervention Team (SIT) will examine response to intervention and determine the need for referral to special services. Action Type: Collaboration Action Type: Equity Action Type: Special Education

Kelly Svebek

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

ACTION BUDGET:

$

TECHNOLOGY: The high school will provide LCD projection devices, SMART Boards, document cameras, and support materials for teachers to use in lesson presentations and integrated curriculum activities as money allows. These projectors and document cameras will be purchased for teachers willing to integrate the newest technologies into their classrooms to give students a varied approach to learning. Items will be purchased for individual teachers, departments, and libraries as demand warrants and as funding allows. Action Type: Technology Inclusion

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

� Computers

ACTION BUDGET:

$

Total Budget: $0

Intervention: School Improvement Interventions

Scientific Based Research: No Child Left Behind, US Department of Education. The Best Schools "How Human Development Research Should Inform Educational Practice, Thomas Armstrong, ASCD 2006. The Model Schools Conference, Washington D.C. 2007. Daggett, Willard R., Preparing Students for Their Future, Successful Schools: From Research to Action Plans. Collins, Jim. From Good to Great, Harper Business, 2001.



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Math and literacy ASSESSMENT WALLS will be developed, monitored, and updated regularly in order to track grade level, classroom, and individual student growth. Action Type: Alignment Action Type: Collaboration

Joe Lamanske, Melissa Michael, Charlie Abernathy

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

ACTION BUDGET: $

WRITTEN NOTICES will be sent to parents about the school identification of SCHOOL IMPROVEMENT. Notices will include reasons for the school improvement status, how parents can become involved in addressing academic issues, and what the school is doing to address the issues. Public School Choice is not available due to SSHS being the only high school in the district. This letter will be translated into Spanish for Spanish-speaking families. Action Type: Parental Engagement

Charlie Abernathy

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

ACTION BUDGET: $

The principal will conduct an audit of time resource allocation and increase the amount of time for instructional leadership. Action Type: Professional Development

Charlie Abernathy

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

ACTION BUDGET: $

The principal will report school improvement plan progress to the superintendent quarterly. The superintendent will report the progress to the school board. Action Type: Collaboration

Charlie Abernathy

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

ACTION BUDGET: $

SSHS is currently on WHOLE SCHOOL IMPROVEMENT YEAR 1-Achieving status. In 2010, all populations either met status or met safe harbor requirements in order to reach "Achieving" status. However, to continue to address improvement needs, the following measures have been taken: remediation (before and after school), data disaggregation to discover trend weaknesses, continued focus on Total Instructional Alignment, ongoing professional development in literacy strategies and student engagement, TLI training to assist teachers in identifying student strengths and weaknesses in order to better serve these student populations. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development

Charlie Abernathy

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

ACTION BUDGET: $

EVALUATION: The School Improvement Interventions will be evaluated by progress shown on TLI

Charlie Abernathy

Start: 07/01/2010 End: ACTION BUDGET: $

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formative assessments and by Literacy EOL and math EOC results. In 2010, SSHS either met status or met safe harbor in the combined population and all subpopulations in Literacy and met status in all populations in Math. Action Type: Program Evaluation

06/30/2011

PROFESSIONAL DEVELOPMENT - INSTRUCTIONAL FACILITATORS: The High School will employ two highly qualified teachers (1.65 FTE NSLA) to serve as instructional facilitators. Instructional facilitators will disaggregate test data, observe in classrooms, provide materials to teachers to supplement curriculum, provide professional development as needed, and prepare materials for state mandated test. Facilitators will model lessons and co-teach to provide support for regular classroom teachers. Facilitators will attend training for academic coaches offered by the State Department and other trainings in the area of language arts and math. Supplies and Materials will be purchased for the instructional facilitators to support their efforts in professional development. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Charlie Abernathy, Principal and Connie Matchell, PD Coordinator

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


� Central Office � District Staff

NSLA (State-281) - Employee Benefits:

$21692.67

NSLA (State-281) - Employee Salaries:

$83802.80

ACTION BUDGET:

$105495.47

COLLABORATIVE DECISION MAKING: SSHS will implement a shared leadership model by forming five shared leadership teams. All teachers will be part of a team. Teams will meet monthly (or more frequently as needed) in order to examine and address school improvement needs as related to their team. Teams include: Curriculum & Instruction, School Climate, SPRINT, Professional Development/Teacher Mentoring, and Parent Involvement.

Charlie Abernathy

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

ACTION BUDGET: $

Total Budget: $105495.47

Priority 2: Improving Math

1. Siloam Springs High School conducted a three year data trend analysis of Algebra I student achievement using results from quarterly formative assessments, local common assessments, Algebra I EOC, and attendance rates. Results for both the combined population and each subpopulation were examined to identify specific areas of weakness in the learning strands. Our data analysis identified the following focus areas for improvement: language of Algebra, solving equations and inequalities, linear and non-linear functions. Special attention is needed in all areas of constructed response questions. We examined our instructional strategies, classroom structure/grouping, and Classroom Walkthrough data and are modifying our curriculum, instruction, common assessments and professional development practices to better meet the needs of all our populations. In addition, Algebra I teachers meet weekly with the instructional facilitator so that we can review formative, real time classroom performance data and assessment wall data for the purpose of making decisions regarding the direction and focus of our classroom instruction. We meet monthly as an entire faculty to

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Supporting Data:

review data and instructional practices that will improve student achievement. We will select appropriate interventions and use funds that put us in the best position to address these needs.

2. Siloam Springs High School conducted a three year data trend analysis of Geometry student achievement using results from quarterly formative assessments, local common assessments, Geometry EOC, and attendance rates. Results for both the combined population and each subpopulation were examined to identify specific areas of weakness in the learning strands. Our data analysis identified the following focus areas for improvement: measurement, relationships between two and three dimensions, and triangles. Special attention is needed in constructed response questions in the areas of coordinate geometry and transformation, relationships between two and three dimensions and triangles. We examined our instructional strategies, classroom structure/grouping, and Classroom Walkthrough data and are modifying our curriculum, instruction, common assessments and professional development practices to better meet the needs of all our populations. In addition, Geometry teachers meet weekly with the instructional facilitator so that we can review formative, real time classroom performance data and assessment wall data for the purpose of making decisions regarding the direction and focus of our classroom instruction. We meet monthly as an entire faculty to review data and instructional practices that will improve student achievement. We will select appropriate interventions and use funds that put us in the best position to address these needs.

3.

Goal

In Algebra, all students will improve their skills in understanding the language of algebra, solving equations and inequalities, linear functions and non-linear functions with both multiple choice and constructed response questions. In Geometry, students will improve in their skills with triangles (properties of congruence, similarity, inequality, Pythagorean Theorem, trigonometric ratios), and relationships between two and three dimensions, and measurement with both multiple choice and constructed response questions and coordinate Geometry and transformations constructed response questions. Improving achievement on constructed response questions remains a priority for both Algebra and Geometry.

BenchmarkSiloam Springs High School will meet or exceed annual AYP expectations (73.45% proficient or advanced) for the combined population and each disaggregated subgroup on the End of Course Algebra and Geometry Exams. SSHS currently meets standards in all math areas.

Intervention: Siloam Springs High School will teach an aligned, standards based math curriculum.

Scientific Based Research: Reeves, Doug. Making Standards Work, Learning 24/7, 1998) Hayes-Jacobs, Heidi. Mapping the Big Picture. Association for Supervision & Curriculum, 1997. Carter, Lisa. Total Instructional Alignment. Solution Tree, 2007.



Algebra I and Geometry follow a Mastery Learning Program. The Mastery Learning Program stresses accountability and mastery at each level. Students must master one module of the mastery learning curriculum before progressing to the next. Teachers will review student progress at the end of each grading period so that students may be assigned to those classes which best meet their needs. Parents will be notified of their child's progress. Teams of subject teachers meet weekly with the math instructional facilitator in order to plan lessons, discuss the mastery program, and mentor new teachers. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Special Education

Gayla Saegert, Melissa Michael

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



Consultants � Performance


ACTION BUDGET:

$

Special Education teachers will work with regular education teachers on curriculum needs and alignment in order to insure that students will receive adequate assistance in a co-teaching learning environment. Action Type: Equity

Gayla Saegert, Math Department Chairperson

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



$

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Action Type: Special Education

COLLABORATIVE DECISION MAKING: Teachers meet weekly with the instructional facilitator to plan lessons and discuss effective teaching strategies and remediation procedures. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Melissa Michael, Instructional Facilitator

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



$

Algebra I, Geometry, and Algebra II teachers incorporate constructed response items and math vocabulary into instruction. Released items from prior exams are utilized. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Gayla Saegert, Department Chair

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



ACTION BUDGET:

$

COLLABORATIVE DECISION MAKING: Teachers meet annually to discuss alignment and review materials, assessment tools and state released items. Action Type: Alignment Action Type: Collaboration

Diana Gray, Assessment Coordinator

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



ACTION BUDGET:

$

Math teachers use common assessments by class that align with the Arkansas mathematics curriculum frameworks. Action Type: Alignment Action Type: Equity

Melissa Michael

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



$

Rigorous Pre-AP and/or AP mathematics courses will be offered at each grade level. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Gayla Saegert, Department Chair

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



$

Calculators are provided and utilized in all math classrooms. 85% of classrooms have projectors, document readers, and/or write pads to facilitate instruction. Action Type: Alignment Action Type: Technology Inclusion

Rick Jones, Technology Director

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


Consultants ACTION BUDGET:

$

Mastery Algebra I, Geometry, and Algebra II students participate in interim assessments provided by The Learning Institute that are based on Arkansas Mathematics Curriculum Frameworks. Teachers of these classes meet to evaluate the results and discuss teaching strategies. Action Type: Alignment Action Type: Collaboration

Connie Matchell; Melissa Michael

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

ACTION BUDGET:

$

AIPs are written for each student scoring below proficient on the Augmented Benchmark or EOC and are updated to reflect remediation. Action Type: AIP/IRI Action Type: Equity Action Type: Special Education Action Type: Technology Inclusion

Gayla Saegert, Melissa Michael

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

ACTION BUDGET:

$

A part-time math instructional facilitator is utilized to support math faculty, align curriculum, and implement math initiatives. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development

Melissa Michael

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

ACTION BUDGET:

$

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Professional development focusing on strategies for supporting English Language Learners is provided. Opportunities for additional training are provided and staff is encouraged to attend (SIOP training, Kagan, ESL Academy.) Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education

Kelly Svebek, Paul Stambaugh

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

ACTION BUDGET:

$

EVALUATION: The effectiveness of the aligned, standards-based math curriculum will be evaluated through the use of formative quarterly assessments (target tests) and summative end-of-course or end-of-level assessments in order to measure student growth and achievement. All populations are currently meeting AYP. Special attention will be given to LEP, Hispanic, and IEP populations as those populations must make significant gains this year to continue to meet AYP. 2009-2010 EVALUATION: In Algebra I, scores increased from 70.3% proficient or advanced in 2009 to 85% proficient or advanced in 2010. In Geometry, scores increased from 76% proficient or advanced in 2009 to 79% proficient or advanced in 2010. Continued intervention in Geometry and Algebra will be necessary in order to continue to meet the AMO of 73.45% for all populations. Action Type: Program Evaluation

Charlie Abernathy

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

ACTION BUDGET:

$

Math teachers will attend local, regional, state, and/or national training sessions for math, including those sponsored by the College Ready grant and through CMASE. Action Type: Professional Development

Charlie Abernathy

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

ACTION BUDGET:

$

Tutoring for Algebra II will be available after school two times per week. Action Type: Collaboration Action Type: Equity

Gayla Saegert

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

ACTION BUDGET:

$

Ongoing staff development and training will be provided in MAX Teaching Strategies for Reading and Writing. Implementation of strategies will be monitored by classroom walkthroughs. Action Type: Collaboration

Charlie Abernathy

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

ACTION BUDGET:

$

Total Budget: $0

Intervention: Character Education /Safe and Drug Free Schools

Scientific Based Research: U.S. Department of Education 2001, National Association of School Safety and Law Enforcement, 1999, "Character Education", ERIC Publications, ED261473, Thomas, M. Donald. (1988). Center for Weight and Health, University of California, Berkely. "Linking Education, Activity, and Food (LEAF) SB-19 Evaluation: Fiscal Impact Report". November 29, 2006. Arkansas Center for Health Improvement. "Tracking Progress: The Third Annual Assessment of Childhood and Adolescent Obesity, August 2006. Harris, Kevin C, MD et al. Effect of school-based physical activity interventions on body mass index in children: a meta-analysis. March 2009.



School Resource Officer will conduct workshops on drug and alcohol awareness, bullying, and gangs. Action Type: Collaboration

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


ACTION BUDGET:

$

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Action Type: Professional Development

Books, tapes and other materials relating to drug and alcohol awareness, parenting skills, conflict resolution, anger management and other topics will be available to assist students and parents and teachers. Action Type: Collaboration Action Type: Parental Engagement

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


� School Library � Teachers

ACTION BUDGET:

$

Students enrolled in the physical education class will use the Growing Healthy Curriculum, and students will receive CPR training Action Type: Collaboration Action Type: Technology Inclusion

Rose Cheek, Health Teacher

Start: 08/19/2009 End: 06/01/2010



$

EVALUATION: Students in grades 10 & 12 will participate in the Arkansas Prevention Needs Assessment Student Survey. Faculty, staff and administrators will review results of survey to EVALUATE the drug education plan. Administrators will also review discipline referrals, attendance and tardy data to evaluate the character education intervention. EVALUATION of 2009-2010 discipline data shows that discipline referrals and ISS assignments decreased in 2009-2010. Action Type: Alignment Action Type: Program Evaluation

Jerrie Price, Jason Jones

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



ACTION BUDGET:

$

Supplies and materials will be purchased to support drug/alcohol free initiatives. Guest speakers may be hired to speak at school-wide assemblies regarding healthy lifestyle choices including the avoidance of drug and/or alcohol use. Action Type: Wellness

Charlie Abernathy

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

ACTION BUDGET:

$

An anonymous "bullying report line" link will be made available to students on the website so that they can report bullying incidents. Anti-bullying programs will be presented to students in order to decrease the number of bullying reports. Action Type: Wellness

Lesa Eaves Start: 06/30/2009 End: 07/01/2010

ACTION BUDGET:

$

Total Budget: $0

Priority 3: Improving wellness

Supporting Data:

1. Siloam Springs High School Health & Wellness Committee utilized annual Body Mass Index data, School Health Index survey results, attendance data and free & reduced lunch statistics to conduct a three year trend analysis to determine areas of weakness in our school’s plan to promote the overall wellbeing of students and staff. Our data analysis identified the following focus areas for improvement: encouraging healthy lifestyles that include making healthy food choices and getting sufficient exercise to maintain healthy weight. We will select appropriate interventions and use funds that put us in the best position to address these needs.

2. 3. 4.

GoalStudents participating in the BMI screening will improve their cardiovascular, muscular, strength/endurance, and flexibility activities.

BenchmarkHealthier BMI results will be evident by 06/30/11. There will be a 5% decrease in number of students in the overweight or obese category on the 2010-2011 BMI results, indicating healthier lifestyles are being practiced.

Intervention: Siloam Springs High School will develop strategies and encourage activities that promote a non-

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sedentary lifestyle. Siloam Springs will implement choices in food and drink with acceptable nutritional values.

Scientific Based Research: Let's Get Physical--Promotion and Education Strategies by Dr. Hal Wechsler http://www.fns.usda.gov oane menu NNEC Files 2003 Let's Get Physical pdf



Implement and encourage participation in extracurricular programs that support physical activity, such as walking, personal fitness class, bowling, volleyball, and aerobics. Action Type: Collaboration Action Type: Parental Engagement

Charlie Abernathy

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


ACTION BUDGET:

$

Promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games. Action Type: Parental Engagement Action Type: Wellness

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



� Teachers

ACTION BUDGET:

$

Encourage development and participation in family-oriented, community-based physical activity programs. Action Type: Collaboration Action Type: Parental Engagement Action Type: Wellness

Johnny Taylor

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



$

The High School has established healthy nutritional environments and will ensure all students have access to school meals without schedule or other barriers directly or indirectly restricting meal access. The school environment will provide for healthy choices for staff and students adhering to the rules and regulations of Act 1220 of 2003. The High School will support wellness by making physical activity and healthy foods widely available in all areas of the school campus and encourage students to make healthy behavior choices outside the school. Action Type: Wellness


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

� District Staff

ACTION BUDGET:

$

The High School will administer the Body Mass Index (BMI) screenings. In grade 10 the screenings will be conducted by the school nurse. An annual report will be sent home and will include parent/student information about the screening and health risks involved when screenings indicate too low or too high results. Action Type: Wellness

Linda Brewer, Nurse Coordinator

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

� District Staff

ACTION BUDGET:

$

The High School staff encourages active participation in physical education, workforce education, marching band, athletics, and community activities. Action Type: Wellness


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



ACTION BUDGET:

$

To enhance the district's efforts to improve the health of our students, a School Nutrition and Physical Activity Advisory Committee (Wellness) shall be formed. It shall be structured in a way that ensures age-appropriate recommendations are made which correlate with our district's grade configurations. Action Type: Collaboration Action Type: Wellness

Connie Matchell, Wellness Committee Chair

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


� Central Office � District Staff � Teachers

ACTION BUDGET:

$

EVALUATION: The effectiveness of the wellness priority will be determined by the use

Linda Brewer Start: 07/01/2010

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of BMI data collected on 10th grade students, the results of which will reflect healthier lifestyles. The BMI data for 2010 indicated a significant increase in the number of 10th grade males who are overweight/obese (from 33.8% in 2009 to 47.5 % in 2010.) BMI data for 10th grade girls indicates a decrease in the number of girls who are overweight/obese (from 35.8% in 2009 to 33.7% in 2010) This indicates that some students are making decisions that are leading to healthier BMI levels, but that we have others who are not. Action Type: Program Evaluation

End: 06/30/2011

ACTION BUDGET:

$

Total Budget: $0

Priority 4: To improve language skills for English Language Learners (ELL)

Supporting Data:

1. Siloam Springs High School conducted a three year data trend analysis of English Language Learner’s language development using results from the ELDA, quarterly formative assessments, 11th grade literacy exam. Results were examined to identify specific areas of weakness in the learning strands. Our data analysis identified the following focus areas for improvement: Reading and writing, based on the ELDA. Based on 11th grade literacy exam: reading comprehension with emphasis on author’s purpose, style, diction, use of appropriate reading strategies, drawing inferences, comparing and contrasting aspects of text, using figures of speech and sound devices, patterns of organization, word choice; reading a variety of text including practical, informational, and technical texts; vocabulary development. Writing: using the writing process appropriately in order to communicate the purpose of the writing; revise style for vocabulary, sentence variety, tone, and voice; applying the knowledge of standard English conventions in written work including variety of sentence structures, types, and lengths, and application of appropriate punctuation rules. We examined our instructional strategies, classroom structure/grouping, and Classroom Walkthrough data and are modifying our curriculum, instruction, common assessments and professional development practices to better meet the needs of all our populations. In addition, we meet in teams (weekly), and as an entire faculty (monthly), with the instructional facilitator so that we can review formative, real time classroom performance data and assessment wall data for the purpose of making decisions regarding the direction and focus of our classroom instruction. We will select appropriate interventions and use funds that put us in the best position to address these needs.

GoalAll students will improve in reading comprehension and written expression with a focus on content, practical, and literary text; open response reading questions; utilizing the writing process to improve content, style, and organization; and vocabulary development.

Benchmark

ELL students will meet or exceed annual AYP target of 75.81% proficent or advanced on the Grade 11 Literacy Exam. SSHS is currently on WHOLE SCHOOL IMPROVEMENT YEAR 1-Achieving (WSI-A-1). The Hispanic population met safe harbor requirements by improving from 25.9% proficient or advanced in 2009 to 52.6% proficient or advanced in 2010. It is expected that this population will meet or exceed the 2010 AYP target of 75.81% proficient or advanced or make the necessary gains to invoke "safe harbor".

Intervention: Siloam Springs High School will used a Comprehensive Literacy approach(including the following components: vocabulary development/word study, reading workshop, writing workshop), and research-based instructional strategies to meet the literacy needs of ELL students.

Scientific Based Research: August, D., Shanahan, T. "Developing Literacy in Second Language Learners: Report of the National Literacy Panel on Language-Minority Children and Youth." (2006). Bailey, A. "The Language Demands of School: Putting Academic English to the Test" (2007). Gusman, Jo. "Differentiated Instruction for the English Language Learner: Best Practices to Use with Your Students."



ACADEMIC IMPROVEMENT PLANS (AIPs) will be written for each student scoring below proficient on the benchmark or EOC and updated through out the year to document progress and remediation. Students in remediation for testing will be using appropriate technology and teacher resources.

Kelle Meeker, Melissa Michael

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

ACTION BUDGET: $

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Action Type: AIP/IRI

COLLABORATIVE DECISION MAKING: The Instructional Facilitator will guide teachers and provide continuity in literacy between different grade levels and disciplines. Language Arts teachers will meet weekly with the Instructional Facilitator in order to plan lessons and discuss student progress. Action Type: Alignment Action Type: Collaboration


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

ACTION BUDGET: $

SSHS teachers will be encouraged to attend the Summer ESL Academy in order better serve the literacy needs of ELL students. Action Type: Equity Action Type: Professional Development

Charlie Abernathy

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

ACTION BUDGET: $

Interpreters will be utilized as needed during parent conferences in order to facilitate communication. Action Type: Equity Action Type: Parental Engagement

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

ACTION BUDGET: $

Official school/district froms will be translated into Spanish. Action Type: Equity Action Type: Parental Engagement

Charlie Abernathy, Ivonne Garrison

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

ACTION BUDGET: $

Teachers will implement strategies such as word walls, concept maps, and word maps in order to reinforce vocabulary instruction for all students, including LEP and SES students. Action Type: Collaboration Action Type: Professional Development


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

ACTION BUDGET: $

Teachers will use visuals in the classroom when teaching vocabulary to benefit students with limited English skills. Action Type: Alignment


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

ACTION BUDGET: $

Teachers will participate in weekly activities that reinforce word attack skills such as looking at the prefix, suffix, and root words to determine word meaning (WOW.) Action Type: Alignment


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

ACTION BUDGET: $

One Highly Qualified ESOL teachers will be employed to support direct instruction of English language learners and to collaborate with regular teachers to implement the most effective instructional strategies for these students. Materials and Supplies will be purchased to aid in the instruction of ELL students. Action Type: Alignment Action Type: Collaboration Action Type: Equity

Charlie Abernathy, Leslie Moore

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

Title III - Materials & Supplies:

$1000.00

ACTION BUDGET:

$1000

PROFESSIONAL DEVELOPMENT: Professional development focused on strategies for supporting English Language Learners is provided. ESOL strategies and modifications will be utilized to increase comprehension and language skills for English language learners. Ongoing training will continue and will be utilized in planning lessons for ELL students (SIOP, MAX, Kagan, ESL Academy.) Action Type: Professional Development

Leslie Moore, Connie Matchell

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

ACTION BUDGET: $

All teachers will utilize MAX teaching strategies Joe Start:

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� Planning Team

in order to improve literacy skills for ELL students. Action Type: Professional Development

Lamanske, Charlie Abernathy

07/01/2010 End: 06/30/2011 ACTION BUDGET: $

EVALUATION: The English Language Learner intervention will be evaluated based on ELL achievement on TLI formative assessments, ELDA, and EOC Math and Literacy exams. Action Type: Program Evaluation

Charlie Abernathy

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

ACTION BUDGET: $

A Parent Involvement Night will be held specifically for Hispanic parents in order to provide information about our school including CAP, Encore, student expectations, how to effectively communicate with the schools, and scholarship opportunities. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement

Lisa Hotsenpiller, Ivonne Garrison

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

ACTION BUDGET: $

Total Budget: $1000

Classification Name Position Committee

Classroom Teacher Angela Lashley Math teacher Math

Classroom Teacher Angie Amos Business teacher Wellness

Classroom Teacher Anna Williams English teacher Literacy & ELL

Classroom Teacher Becky Nokes Math teacher Math

Classroom Teacher Becky Riggs Choir teacher Literacy

Classroom Teacher Bill Covington Social Studies teacher Wellness

Classroom Teacher Bob Hubbard Social Studies department chair Literacy

Classroom Teacher Bob Thompson Social Studies teacher Literacy

Classroom Teacher Brad Lemons English teacher Literacy

Classroom Teacher Brian Nitz Health teacher Wellness

Classroom Teacher Bryan Ross Social Studies teacher Literacy

Classroom Teacher Cecil Nichols ESL teacher ELL

Classroom Teacher Christine Oller FACS teacher Wellness

Classroom Teacher Christy Gore English teacher Literacy

Classroom Teacher Cindy Stinnett Math teacher Math

Classroom Teacher Dana McCutcheon English/Drama teacher Literacy

Classroom Teacher Debbie Chamberlin Resource Room teacher Literacy

Classroom Teacher Debbie Sharp Math teacher Math

Classroom Teacher Debbie Wann French teacher Literacy

Classroom Teacher Elaine Klein Art teacher Literacy

Classroom Teacher Faith Bates-Donahue Spanish teacher Literacy

Classroom Teacher Gayla Saegert Math department chair Math

Classroom Teacher Gene Collins Agri teacher Literacy

Classroom Teacher Heather Morsman Math teacher Math

Classroom Teacher Janet Moore PE teacher Wellness

Classroom Teacher Jason Bowen Science teacher Literacy

Classroom Teacher Jenna DePriest Science teacher Literacy

Classroom Teacher Jennifer King Math teacher Math

Classroom Teacher Jill Young Math teacher Math

Classroom Teacher Joe Lamanske Instructional Facilitator Literacy

Classroom Teacher Johnny Taylor Physical Education teacher Wellness

Classroom Teacher Jonathan Johnson Science teacher Literacy

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Classroom Teacher Keith Rutledge Band teacher Literacy

Classroom Teacher Kelle Meeker Literacy ACSIP Chair Literacy

Classroom Teacher Ken Francis Art teacher Literacy

Classroom Teacher Krystal Wheat Business teacher Literacy

Classroom Teacher Linda Carter Resource Room teacher Literacy

Classroom Teacher Lisa Hotsenpiller Business teacher Literacy

Classroom Teacher Lisa Mathis Math teacher Math

Classroom Teacher Lisa Tiger English/Journalism teacher Literacy

Classroom Teacher Loretta Radeke ESL teacher ELL

Classroom Teacher Maria Conroy English Teacher Literacy

Classroom Teacher Mary Ann Highfill English teacher Literacy

Classroom Teacher Megan Denison Speech/Debate teacher Literacy

Classroom Teacher Melissa Michael Instructional Facilitator Math

Classroom Teacher Mike Cook Social Studies teacher Literacy

Classroom Teacher Mike Reynolds Social Studies teacher Literacy

Classroom Teacher Mike Rogers Agri teacher Literacy

Classroom Teacher Miranda Stephens Science teacher Literacy

Classroom Teacher Norma Flory English teacher Literacy

Classroom Teacher Pamela Reynolds Spanish Teacher Literacy

Classroom Teacher Paul Stambaugh Math ACSIP Chair Math & ELL

Classroom Teacher Rebecca Caswell Medical Professions teacher Wellness

Classroom Teacher Rhonda Rowe Special Education teacher Literacy

Classroom Teacher Rodney Ellis Agriculture teacher Literacy

Classroom Teacher Rose Cheek Health teacher Wellness

Classroom Teacher Sandra Parsons Science teacher Literacy

Classroom Teacher Sarah Reeves Math teacher Math

Classroom Teacher Sean Lane Band teacher Literacy

Classroom Teacher Sherri Lamb Social Studies teacher Literacy

Classroom Teacher Shirley Ferrell Math teacher Math

Classroom Teacher Stephanie Goddard Resource Room teacher Math

Classroom Teacher Steve Matchell Science teacher Literacy

Classroom Teacher Susan Brisben Spanish teacher Literacy

Classroom Teacher Susan Morris English teacher Literacy

Classroom Teacher Tamara Lane FACS teacher Wellness

Classroom Teacher Tammy Freeman Resource Room teacher Literacy

Classroom Teacher Tiffinie Smith Resource Room teacher Literacy

Classroom Teacher Troy Coke Science teacher Literacy

Classroom Teacher Vada Gunter Math teacher Math

Classroom Teacher Valarie Horn English teacher Literacy

Community Representative Ed Renfrow Community representative Wellness

District-Level Professional Connie Matchell Director of Curriculum ACSIP Leadership

District-Level Professional Diana Gray Assessment/Accountability Literacy and Math

District-Level Professional Leslie Moore ESL Supervisor ELL

Non-Classroom Professional Staff Anita Teel Library media specialist Literacy

Non-Classroom Professional Staff Betty Garretson Counselor Literacy & ELL

Non-Classroom Professional Staff Debbie Mattingly Counselor Math

Non-Classroom Professional Staff Jason Jones Assistant principal ACSIP Leadership

Non-Classroom Professional Staff Jerrie Price Assistant Principal ACSIP Leadership

Non-Classroom Professional Staff Kelly Svebek Assistant Principal ACSIP Leadership

Non-Classroom Professional Staff Kerwin Dees Assistant principal ACSIP Leadership

Non-Classroom Professional Staff Lesa Eaves Counselor Literacy

Non-Classroom Professional Staff Linda Brewer School nurse Wellness

Parent

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Dindy Seliga Parent Literacy

Parent Lisa Harris Scholarship office Literacy

Principal Charles Abernathy Principal ACSIP Leadership

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school plan - siloam springs high school 1500 west

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