14-15 ACSIP high school
4/14/2015
ACSIP
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School Plan Print Version
SCRANTON HIGH SCHOOL Arkansas Comprehensive School Improvement Plan 20142015
It is the mission of the Scranton Public Schools to promote an equitable, quality education for all students. It is our goal to provide the guidance, leadership, and support so that each student may achieve his maximum potential and become a useful, productive member of society. "We believe learning is a lifelong process in which students are expected to take personal responsibility, that there are no limits on what students can learn, and that learning must take place in a nurturing, safe environment which recognizes the diversity of individuals while assuring equity for all." Scranton Public Schools is committed to developing, improving, and advancing the community through the education of its citizens and the active involvement of the community.
Grade Span: 712
Title I: Title I Schoolwide
School Improvement: MS
Table of Contents Priority 1: Literacy Improvement Goal: All students, with emphasis on the identified lowperforming student groups, will improve reading comprehension; reading and interpreting a variety of texts including practical, informational, and technical texts; writing with understanding of purpose, speaker, audience, and form. Priority 2: Math Score Improvement Goal: Students will show increased achievement in all areas of constructedresponse writing and in multiple choice questions in measurement and algebra. Priority 3: Wellness Goal: The Scranton School District will provide assistance to students in making healthy lifestyle choices by enforcing healthy habits to aid in decreasing the average BMI on routine annual screenings. Priority 1:
To Improve Literacy Skills and Strategies 1. 7th GRADE BENCHMARK: 2014Number and Percent of Students Scoring Proficient or Advanced: 29 Students: 85% of Combined Students 23 Students: 65% of Caucasian Students 14 Students: 65% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing(Content and Practical), Essay Writing (Style), and Multiple Choice Writing. The lowest identified areas for Caucasian were: OpenEnded Response Writing, Essay Writing (Content and Style), and Writing Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Writing Multiple Choice. The overall strengths were in Literary Multiple Choice and OpenResponse. 2. 7th GRADE BENCHMARK: 2012Number and Percent of Students Scoring Proficient or Advanced: 38 Students: 79% of Combined Students 38 Students: 79% of Caucasian Students 22 Students: 72% of Economically Disadvantaged Students 5 Students: 40% of IEP Students 1 Student: 0% LEP The lowest identified areas for the combined population and targeted were: OpenEnded Response Writing(Content and Practical), Essay Writing (Content and Style), and Multiple Choice Writing. The overall strengths were in Literary and Content Multiple Choice and Writing Usage and Mechanics.
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Supporting Data:
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3. 7th GRADE BENCHMARK: 2013Number and Percent of Students Scoring Proficient or Advanced: 32 Students: % of Combined Students 18 Students: % of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Ended Response Writing(Content and Practical), Essay Writing (Style), and Multiple Choice Writing and Literary. The lowest identified areas for Caucasian were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content, Literary, and Writing (Multiple Choice) The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content, Literary, and Writing Multiple Choice. The overall strengths were in Practical Multiple Choice and OpenResponse. 4. 8TH GRADE BENCHMARK 2014Number and Percent of Students Scoring Proficient or Advanced: 33 Students: 81% of Combined Students 29 Students: 83% of Caucasian Students 18 Students: 73% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing (Content and Practical), Essay Writing (Content and Style), and Content and Writing Multiple Choice. We have a severe problem in the Writing Multiple Choice. The lowest identified areas for Caucasian were: Open Ended Response Writing and Content Reading (Multiple Choice) The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content Reading (Multiple Choice) The overall strengths were in Practical Multiple Choice and Content OpenResponse. 5. 8TH GRADE BENCHMARK 2012Number and Percent of Students Scoring Proficient or Advanced: 22 Students: 90% of Combined Students 19 Students: 89% of Caucasian Students 15 Students: 87% of Economically Disadvantaged Students 3 Students: 100% of Asian Students The lowest identified areas for the combined population and targeted were: Open Ended Response Writing (Content and Practical), Essay Writing (Style), and Literary and Writing Multiple Choice. The overall strengths were in Practical Multiple Choice and Practical OpenResponse. 6. 8TH GRADE BENCHMARK 2013Number and Percent of Students Scoring Proficient or Advanced: 35 Students: 81% of Combined Students 16 Students: 74% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Ended Response Writing (Content and Practical), Essay Writing (Content and Style), and Content and Writing Multiple Choice. We have a severe problem in the Writing Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing and Content Reading (Multiple Choice) The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content Reading (Multiple Choice) The overall strengths were in Practical Multiple Choice and Content Open Response. 7. 2014 EOC LITERACYNumber and Percent of Students Scoring Proficient or Advanced: 36 Students: 72% of Combined Students 21 Students: 67% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing(Literary), Essay Writing (Content and Style), and Literary Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing (Literary), Essay Writing (Content and Style), and Literary Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The overall strengths were in Literary Multiple Choice and OpenResponse and Writing Sentence Formation, Usage, and Mechanics. 8. 2012 EOC LITERACYNumber and Percent of Students Scoring Proficient or Advanced: 27 Students: 71% of Combined Students 25 Students: 72% of Caucasian Students 14 Students: 57% of Economically Disadvantaged Students 3 Students: 33% of IEP Students 2 Students: 50% of Asian Students The lowest identified areas for the combined population were: Open Ended Response Writing(Practical), Essay Writing (Content), and Literary Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing(Practical), Essay Writing (Content), and Literary Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing(Practical), Essay Writing (Content), and Literary Multiple Choice. The overall strengths were in Writing: Sentence Formation and Usage. 9. 2013 EOC LITERACYNumber and Percent of Students Scoring Proficient or Advanced: 32 Students: 72% of Combined Students 18 Students: 66% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The overall strengths were in Content and Practical Multiple Choice and in Content OpenResponse and Writing Sentence Formation, Usage, and Mechanics. 10. AMO2014Achieving for All Students Growth but Needs Improvement for All Students Performance and TAGG in performance and growth. 11. GRADUATION RATE: The 2014 graduation rate for Scranton is 100%.
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12. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2014 administration of the 7, 8, and 11 grades for the Benchmark/EOC TESTING We examined the results for both the combined population and EACH subpopulation. We noted written evidence documenting our main areas of weakness. In addition, we have examined our Attendance, Disciplinary and Achievement Data over the past three years. We looked at the trend data in order to better identify the areas of need and help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause to determine why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. In addition to these efforts, we will meet in teams and as an entire faculty so that we can review formative (realtime) classroom performance data for the purpose of making decisions regarding the direction and focus of our classroom instruction. Our data analysis led us to prioritize these areas: (all groups) Literacy Multiple Choice and OpenResponse and Writing Content and Style.
Goal
All students, with emphasis on the identified lowperforming student groups, will improve reading comprehension; reading and interpreting a variety of texts including practical, informational, and technical texts; writing with understanding of purpose, speaker, audience, and form.
During the 201415 school year, Scranton High School will meet or exceed the Annual Measurable Outcomes (AMO) for Graduation Rate (2015 AMO 100% and 100% for Targeted Achievement Gap Group),for performance (2015 AMO 84.06% for All Students Population and 77.78% for TAGG:, and for growth (2015 AMO 84.91 for All Students Population and 80.95 for TAGG). Scranton High School Benchmark will also meet or exceed the AMO's for all NCLB subpopulations. For the 201314 year, Scranton High School met the AMO for graduation rate and Growth for All Students Population,but needs improvement for performance in both All Students Population Targeted Achievement Gap Group in Literacy and growth in TAGG in Literacy. Intervention: The faculty at Scranton High School will develop and implement standardsbased curriculum alignment according to the most current Common Core standards and will incorporate reading strategies and writing skills into all core curriculum classes. Scientific Based Research: "Core Knowledge® Foundation : Standards Alignments." Core Knowledge® Foundation : Standards Alignments. N.p., n.d. Web. 05 Sept. 2014. Actions
Person Responsible
Timeline
Using Arkansas Frameworks, TIA, Mark and other data from testing sources, Siebenmorgen, all curricula will be mapped and principal aligned. Professional development will be provided to assist teachers in mapping and aligning curricula. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development
Start: 07/01/2014 End: 06/30/2015
EVALUATION PROTOCOL FOR 2014 Mark 15 ACSIP BASELINE DATA Classroom Siebenmorgen Walkthru or classroom observations by the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these literacybased expanded curriculum programs. Classroom walkthrus and teacher evaluations showed that 100% of teachers were teaching to Arkansas frameworks. The plan will be evaluated periodically by teachers and administrators after reviewing CRT and/or NRT to determine if the number of students meeting or exceeding proficiency in reading has increased. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources Computers District Staff Performance Assessments Teachers
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All teachers of textbased courses will implement reading aloud in class. Research has shown that reading aloud increases a student's comprehension, thus all content areas should allow some class time for this.Close readings will further aid in comprehension.These METHODS AND STRATEGIES WE USE HAVE SCIENTIFICALLYBASED RESEARCH showing the effectiveness. Action Type: Collaboration Action Type: Special Education Action Type: Title I Target Assistance
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
Scranton High will conduct Carolyn interdisciplinary workshops for the Rhinehart faculty to promote literacy in all subject areas, including Special Education and GT. Content area teachers will be trained to implement reading comprehension and open response and essay writing strategies in their area. All teachers will include higher order thinking questions on a weekly basis. This will indicate the student's critical thinking skills and prepare them for the end of level literacy exam content area. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education
Start: 07/01/2014 End: 06/30/2015
A Title I committee at Scranton High Lisa Martin School will conduct an annual review of Title I programs. Since Scranton is Schoolwide Title I, a parent compact will be sent home to every student. Action Type: Equity Action Type: Parental Engagement Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
A "Closing the Achievement Gap" committee composed of administrators, teachers, and parents/business leaders will review test scores and identify areas of strengths and weaknesses for subgroups. The findings for 2013 2014 showed that economically disadvantaged students were our targeted subgroup. This group performed lower on both literacy and math.This should enable teachers to better individualize instruction.(Sign in sheet; agenda; minutes) Action Type: Equity Action Type: Program Evaluation
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
The high school library will purchase appropriate reading materials and books for use by all students, including Special Education, LEP, and GT students. Action Type: Equity Action Type: Special Education
Leigh Vonderheide, librarian
Start: 07/01/2014 End: 06/30/2015
All English teachers grades 711 will give online assessment tests at least
Mr. Mark Start: Siebenmorgen, 07/01/2014
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
District Staff Teachers
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Title I Purchased $2960.00 4/19
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three times during the school year to high school check the progress of students principal toward achieving proficient on the standardized tests. Because test results indicated no increase in proficiency from pretest to posttest in 7th, 8th, 9th, and 11th literacy using Target Assessments, the district has purchased a new assessment program, Measured Progress. Action Type: AIP/IRI Action Type: Alignment Action Type: Program Evaluation
End: 06/30/2015
COMPREHENSIVE NEEDS ASSESSMENT:Scranton High School conducted a three year data trend analysis of literacy achievement using the results from Target Assessments, Benchmark exams, and EOC Literacy exam. Results for both the All Student Population and the TAGG were examined to identify specific areas of weakness in learning strands. We conducted data analysis to determine our main areas of weakness. In addition, we studied the three most recent years of Attendance, Graduation Rate,and disciplinary data across grade levels within our building. We aggregated and disaggregated all the data for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify the specific areas of need and help align classroom instruction with our curriculum, assessment and professional development. Our 2014 Supporting Data Statements show the weaknesses to be in Content and Practical Open Response and Multiple Choice and Content for Writing. We are modifying our Curriculum, Instruction, Assessment and Professional Development practices to better meet the needs of all our populations. Action Type: Professional Development Action Type: Program Evaluation
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
PROGRAM EVALUATION: At the Mark conclusion of the 20132014 school Siebenmorgen, year, we evaluated the program principal through testing results and determined that the target assessment was ineffective in support of our Curriculum, Instruction, Assessment, and Professional Development. EVALUATION RESULTS: Fewer 711th grade students taking the Target Assessments scored proficient on the post test compared to the pretest. We believe the evidence shows that it is not effective in terms of supporting our efforts to increase student achievement. This year we will implement Measured Progress assessments.During the
Start: 07/01/2014 End: 06/30/2015
Services: ACTION BUDGET:
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Teachers
Performance Assessments Teachers
$2960
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20142015 school year, we plan to use the following protocol in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program: We will disaggregate testing data to evaluate student achievement. We will use the testing data information to determine whether the objectives are being achieved and whether the program is successful in attaining student outcomes. We will report the results in our 20152016 ACSIP plan, and use those evaluation results in making decisions that impact our future program. Action Type: Program Evaluation All teachers will ask higherorder thinking questions in classroom discussions and on teachermade tests. Higher order thinking questioning will be used on a daily basis. Action Type: Collaboration Action Type: Equity
Mr Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Performance Assessments Teachers Teaching Aids
Total Budget:
ACTION BUDGET: $
$2960
Intervention: Scranton High School will comply with the Parental Engagement requirements as outlined in ACT 307, of 207, and Title IA of No Child Left Behind. The PARENTAL INVOLVEMENT Plan will include the following activities: There will be an Annual review and update of our Title I School/Parent Compact. The Compact will be distributed to each parent with the student handbook. The parents are required to sign off confirming their receipt of the Handbook and Compact. There will be a meeting in the fall to encourage parents to have input into the Title I program. . Scientific Based Research: Dervarics, Chuck, and Eileen O'Brien. "Back to School: How Parent Involvement Affects Student Achievement (At a Glance)." Back to School: How Parent Involvement Affects Student Achievement (At a Glance). N.p., 30 Aug. 2011. Web. 05 Sept. 2014. Actions
Person Responsible
Timeline
The parent involvement facilitator will develop Shannon a volunteer resource book including a parent Warren, interest survey, an option for parents to facilitator designate how frequently they would participate in the program, and include opportunities for parents to assist at home and at school as volunteers. This book may then be used by other teachers to use volunteers in the classroom. Action Type: Collaboration Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
The building principal will designate one Mark certified staff member to serve as a parent Siebenmorgen, facilitator to organize meaningful training for principal staff and parents and to undertake efforts to ensure that parental participation is recognized as an asset to the school. The district will pay the facilitator a stipend of $500 for assuming duties as required by ACT 307 of 2007. Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
The school's process for resolving parental concerns will be outlined in the school's handbook and presented at the school's open house. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
Shannon Warren, facilitator
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources
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Administrative ACTION Staff $ BUDGET: Community Leaders Teachers
Administrative ACTION Staff $ BUDGET: Teachers
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Teachers and administrators will receive two hours training to enhance understanding of effective parental involvement strategies and the importance of setting expectations and creating a climate conducive to parental participation. Action Type: Parental Engagement Action Type: Professional Development
Shannon Warren, facilitator
Start: 07/01/2014 End: 06/30/2015
Administrative ACTION Staff $ BUDGET: Outside Consultants
EVALUATION PROTOCOL FOR 201415 ACSIP BASELINE DATA The parent facilitator will collect data and surveys for parental involvement evaluations each year. Action Type: Collaboration Action Type: Parental Engagement Action Type: Program Evaluation
Shannon Warren, facilitator
Start: 07/01/2014 End: 06/30/2015
Community Leaders Teachers
The school will conduct two Parent/Teacher Conferences each year. Action Type: Collaboration Action Type: Parental Engagement
Mark Start: Siebenmorgen 07/01/2014 End: 06/30/2015
Administrative ACTION Staff $ BUDGET: Teachers
All parents will receive informational packets containing a parent involvement plan, school calendar, school handbook (including process for resolving parental concerns), and other information including the school's website address and appropriate listing of contact personnel and phone numbers. Action Type: Equity Action Type: Parental Engagement Action Type: Special Education
Mark Start: Siebenmorgen 07/01/2014 End: 06/30/2015
Administrative ACTION Staff $ BUDGET: Teachers
Teachers and parents will develop a parental Mark involvement plan addressing the diverse needs Siebenmorgen, of the students and their parents to increase principal the school's ability to provide for the educational success of their children. The plan will be reviewed and updated periodically. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
The high school will schedule regular parental involvement meetings at which parents wil be given a report on the state of the school and an overview of what the students will be learning, how they will be assessed, what parents should expect, and how a parent can assist and make a difference in their child's education.(Signin sheets) Action Type: Collaboration Action Type: Parental Engagement
Shannon Warren, facilitator
Start: 07/01/2014 End: 06/30/2015
Seminars on financial aid, college and career Geraldyn choices, and course selection will be offered to Spicer, parents of all students. counselor Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
Transition to High School: Our Middle/Junior Mark High School will continue to provide a variety Siebenmorgen, of opportunities for our students to transition principal into the high school setting. Such activities will include: Registration, School Wide Tours, Open House prior to the start of the next school year, and Conferences needed to meet IEP and 504 requirements will be scheduled. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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Action Type: Special Education The high school will enable the formation of a parent teacher association that will foster parental and community involvement within the school. Action Type: Collaboration Action Type: Parental Engagement
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
DEVELOPING BUILDINGPARENT CAPACITY:Scranton High School will provide assistance to parents of children served by the school in understanding such topics as the State’s academic content standards and State academic achievement standards (Common Core), State and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children; The School shall also provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement; Scranton High School's administration and staff will receive training in the methods of assisting parents in their child’s education, in understanding the value and utility of contributions parents make to the school, and how to communicate that parents are equal partners in education. The school will implement and coordinate parent programs and build capacity between parents and the school; As much as it is possible, integration and coordination activities will expand to include the Parents as Teachers Program and other programs. Other activities, such as parent resource centers, will encourage and support parents in more fully participating in the education of their children; The School will also insure that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a format and to the extent practicable in a language the parents can understand; The high school will provide such other reasonable support for parental involvement activities as parents may request. Action Type: Parental Engagement Action Type: Professional Development
Shannon Warren, parental involvement facilitator
Start: 07/01/2014 End: 06/30/2015
HOMELESS SERVICES: The Scranton School District will provide for the welfare and educational needs of homeless students in order to remove barriers to learning. Procedures and guidelines are in place for identification and enrollment of homeless students. Programs and activities address the educational needs of homeless students. A Homeless Liaison is in place to monitor and direct homeless activities throughout the District. Staff will receive Professional Development on identification and enrollment procedures, as well as homeless students' needs. This activity is supplemental to the program already implemented with state or local funds. Our formula for determining our allocation for our homeless needs is based upon previous 3years expenditures and current economic conditions and decreasing enrollment in the District. Action Type: Parental Engagement
Dr. James Bridges, Homeless Liaison
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Community Leaders
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Action Type: Professional Development Total Budget:
$0
Intervention: Systems Organization for Improved Student Achievement (for both literacy and math) Scientific Based Research: Pollock, Jane E. Improving Student Learning One Teacher at a Time, ASCD, Alexandria, VA, 2007. Actions
Person Responsible
Timeline
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Source of Funds
Appropriate teachers and/or other Mark school personnel knowledgeable about Siebenmorgen, the student’s academic performance principal shall evaluate students identified as scoring below proficient on the State Criterion Reference (CRT) exams. The student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) Formative and Summative Assessment Data will be used to create a plan that includes standardsbased, supplemental, remedial strategies designed to assist the student in scoring proficient on the next administration of the CRT Exam. Regular classroom teachers will be the first to implement the components of these plans. A variety of additional resources will also be used to support the student. Highly qualified staff will provide instruction. The AIP will be monitored and adjusted as the student makes progress. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
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OPPORTUNITY SCHOOL Students who Mark are identified as atrisk will be placed in Siebenmorgen, an alternative learning environment principal (ALE) with access to services of a school counselor/mental health professional, a nurse, and support services, all provided by the district. The ALE will employ sufficient personnel in the core academic content areas in order to meet the student/teacher ratios (as outlined in section 4.02Rules Governing the Distribution of Student Special Needs FundingSeptember, 2007) and allow students to secure enough credits for graduation. Any student eligible for special education services will continue to receive services while in the ALE. Students will not be placed in the ALE based on academic problems alone. Students placed, otherwise intelligent and capable, may have one or more of the following characteristics: Disruptive behavior, potential drop out, personal or family problems, recurring absenteeism, transition to or from residential programs or conditions that negatively affect the student's academic progress. (Abusephysical, mental,
Start: 07/01/2014 End: 06/30/2015
ACTION BUDGET:
$
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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sexual, frequent relocation of residency, homelessness, inadequate emotional support, mental/physical health problems, pregnancy, single parenting) Documentation shall be maintained as to placement decisions made by the Alternative Education Placement Team. All ALE teachers will receive professional development pursuant to ADE Rules and Regulations. The Alternative Learning Environment will have as its goal to increase attendance of atrisk students and to graduate them. Parent conferences will be required for placement in the program and school personnel will be in frequent contact with parents. The placement conference will include the principal, counselor, teachers, parents, and other appropriate personnel in order to make good decisions about what services will be available while in the ALE. If the student makes significant academic and/or behavioral progress while in the ALE the student may be exited from the program. The ALE Placement Team will develop exit criteria. The ALE will meet all guidelines required by the ADE and state laws. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Special Education Action Type: Technology Inclusion Implement a semesterlong high school Mark remediation class for all students Siebenmorgen, scoring below proficient on EOC and/or principal Benchmark (Act 35 of 2004).This program will also be available to any student, including special education and GT students, who wants to improve skills. INSTRUCTION WILL BE BY A HIGHLY QUALIFIED TEACHER. Parents will be required to approve the remediation plan for those students who are placed in the class. Remediation will include utilizing Odysseyware which will be purchase by the district using Title I funds. The plan will be evaluated by teachermade achievement tests and available releaseditem testing materials.EVALUATIONS: 35% of those students in remediation class scored proficient on Benchmark. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation Action Type: Special Education Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
TITLE I FUNDS ARE USED TO SUPPORT Mark AND SUPPLEMENT THE REGULAR Siebenmorgen, EDUCATIONAL PROGRAM. Scranton will principal hire a .345 FTE teacher's aide (Barbara
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Title I Materials & $6600.00 Supplies: ACTION BUDGET:
Title Teachers
Title I Employee Benefits:
$6600
$1357.45
Title I 10/19
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Aitken) to staff intervention program. This qualified Title I paraprofessional supports and reinforces the skills and strategies with identified students within the regular classroom. This paraprofessional and the regular classroom teacher work together to ensure that identified students learn skills,strategies and concepts that will enable them to be successful. Materials will be purchased to aid students. Transition to High School: Our Middle/Junior High School will continue to provide a variety of opportunities for our students to transition into the high school setting. Such activities will include: Registration, School Wide Tours, Open House prior to the start of the next school year, and Conferences needed to meet IEP and 504 requirements will be scheduled. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR BOTH LICENSED AND PARAPROS STAFF WHO SERVE TITLE I STUDENTS are provided by Scranton High School. Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Title I Target Assistance
Employee Salaries: ACTION BUDGET:
EVALUATION PROTOCOL FOR 201314 Mark ACSIP BASELINE DATA Classroom Siebenmorgen, Walkthru or classroom observations by principal the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these programs. In addition, teachers will discuss the success of the programs during team meetings, faculty meetings, and informal sharing opportunities. This intervention has proven effective due to improved test scores and individual growth in those students receiving remediation. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
Professional development will be given Mark periodically to teachers concerning ALE, Siebenmorgen, Remediation criteria, LEP training, and principal AIP writing. Action Type: Collaboration Action Type: Professional Development ACT 397: (I) Scranton High School Shannon provides tips for how parents can foster Warren, their child's success. School personnel facilitator will distribute this information to the parents as a bridge for home/school connection. The parent will be able to incorporate these developmentally appropriate learning activities in the home environment; (J) School personnel will also provide study guides, curriculum pacing, and other exercises that parents can use to assist their child’s education and learning. Action Type: Collaboration Action Type: Parental Engagement http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Teachers
$6270.02
$7627.47
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Start: 07/01/2014 End: 06/30/2015
Outside Consultants ACTION BUDGET: Teachers
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ACSIP
TITLE I FUNDS ARE USED TO SUPPORT THE REGULAR EDUCATIONAL PROGRAM. Scranton will hire three .14 FTE reading teachers for 7th and 8th grade reading class (Holly Jones, Julia Martin, and Whitney Brown) and a .14 supplementary/intervention literacy teacher(Lisa Martin). Action Type: Equity Action Type: Title I Schoolwide
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
Teachers Title Teachers
Title I Employee Benefits:
$5765.39
Title I Employee $21392.00 Salaries:
ACTION $27157.39 BUDGET:
TITLE I FUNDS ARE USED TO SUPPORT Dr. James THE REGULAR EDUCATIONAL Bridges PROGRAM. A Title I teacher (Jamie Siebenmorgen) will be employed (FTE.50) to do interventions to increase student achievement. Action Type: Technology Inclusion Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
Teachers
Title I Employee $20850.00 Salaries: Title I Employee Benefits:
$5864.03
Title I Materials & Supplies:
$397.72
ACTION $27111.75 BUDGET: TITLE I FUNDS ARE USED TO SUPPORT Dr. James THE REGULAR EDUCATIONAL Bridges PROGRAM. Scranton High School will provide after school tutoring three days a week and morning tutoring two days a week @$35 per hour by licensed teachers. Action Type: Equity Action Type: Title I Schoolwide NSLA monies will be used to purchase My Access, books, Discovery streaming,supplies, and Book Rags subscription to assist literacy teachers in improving test scores.
Start: 07/01/2014 End: 06/30/2015
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Teachers
Title I Employee Benefits:
$1523.00
Title I Employee Salaries:
$7035.00
ACTION BUDGET: Teachers Teaching Aids
NSLA (State 281) $1895.00 Materials & Supplies: ACTION BUDGET:
Total Budget: Priority 2:
$8558
$1895 $78949.61
Math Problem Solving and Procedures Scores 1. 7TH GRADE BENCHMARK 2013Number and Percent of Students Scoring Proficient or Advanced: 32 Students: 83% of Combined Students 1 Student: 100% of AfricanAmerican Students 18 Students: 83% of Economically Disadvantaged Students 1 Student: 0& Students with Disabilities The lowest identified areas for the combined population were: Open Response algebra and data analysis. The lowest identified areas for Caucasian were: Open Response algebra and data analysis; and data analysis and probability multiple choice. The lowest identified areas for Economically Disadvantaged students were: Open Response numbers and operations and data analysis/probability; and geometry and data analysis multiple choice. 2. 7TH GRADE BENCHMARK 2014Number and Percent of Students Scoring Proficient or Advanced: 34 Students: 85% of Combined Students 25 Students: 78% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response algebra and data analysis. The lowest identified areas for Caucasian were: Open Response algebra and data analysis; and geometry multiple choice. The lowest identified areas for Economically Disadvantaged students were: Open Response geometry, algebra, and data analysis; and geometry and data analysis multiple choice. 3. 7TH GRADE BENCHMARK 2012Number and Percent of Students Scoring Proficient or Advanced: 38 Students: 77% of Combined Students 37 Students: 78% of Caucasian Students
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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Supporting Data:
ACSIP
5 Students: 40% of Students with Disabilities 16 Students: 73% of Economically Disadvantaged Students The lowest identified areas for the combined population and targeted were: Open Response geometry(severe) and all others except measurement. 4. 8TH GRADE BENCHMARK 2013Number and Percent of Students Scoring Proficient or Advanced: 35 Students: 63% of Combined Students 16 Students: 69% of Economically Disadvantaged Students 3 Students: 0% of Students with Disabilities The lowest identified areas for the combined population were: Open Response numbers and operations and multiple choice numbers and operations. The lowest identified areas for Caucasian students were: Open Response numbers and operations; and measurement multiple choice. The lowest identified areas for Students with Disabilities were: All areas. The lowest identified areas for Economically Disadvantaged students were: Multiple choice and Open Response in numbers and operations. 5. 8TH GRADE BENCHMARK 2014Number and Percent of Students Scoring Proficient or Advanced: 26 Students: 81% of Combined Students 21 Students: 76% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for African Americans were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for Caucasian were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for Economically Disadvantaged students were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for LEP students were: Open Response geometry, algebra, and data analysis; and geometry multiple choice 6. 8TH GRADE BENCHMARK 2012Number and Percent of Students Scoring Proficient or Advanced: 22 Students: 77% of Combined Students 19 Students: 74% of Caucasian Students 15 Students: 80% of Economically Disadvantaged Students 3 Student: 100% of Asian Students The lowest identified areas for the combined population and targeted were: Open Response measurement and algebra; and measurement and data analysis multiple choice. 7. 2013 EOC ALGEBRA Number and Percent of Students Scoring Proficient or Advanced: 32 Students: 72% of Combined Students 16 Students: 74% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for solving equations, language of algebra, and linear and nonlinear equations. The lowest identified areas for Caucasian were: Open Response in data interpretation. The lowest identified areas for Economically Disadvantaged students were: All Open Response areas. The lowest identified areas for Students with Disabilities were: All Open Response areas; Multiple Choice for measurement. 8. 2014 EOC ALGEBRA Number and Percent of Students Scoring Proficient or Advanced: 28 Students:68% of Combined Students 60% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Responsefor data interpretation, linear and nonlinear equations. The lowest identified areas for Caucasian were: Open Response in data interpretation. The lowest identified areas for Economically Disadvantaged students were: All Open Response areas. The lowest identified areas for Students with Disabilities were: All Open Response areas;Multiple Choice for Data Interpretation. 9. 2012 EOC ALGEBRA Number and Percent of Students Scoring Proficient or Advanced: 28 Students: 86% of Combined Students 28 Students: 84% of Caucasian Students 19 Students: 84% of Economically Disadvantaged Students 2 Students: 100% of Asian Students 1 Student: 100% of Students with Disabilities The lowest identified areas for the combined population were: All Open Response. The lowest identified areas for Economically Disadvantaged students were: All Open Response areas. The lowest identified areas for Students with Disabilities were: All Open Response areas. 10. 2013 EOC GEOMETRY Number and Percent of Students Scoring Proficient or Advanced: 28 Students: 75% of Combined Students 14 Students: 80% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for Triangles, Language of Geometry, Measurement, and Coordinate Geometry and Transformations. The lowest identified areas for Students with Disabilities were: All areas, but severe problems in all OpenResponse areas. The lowest identified areas for Caucasian were: Open Response for Triangles, Language of Geometry, Measurement, and Coordinate Geometry and Transformations. The lowest identified areas for Economically Disadvantaged students were: Open Response for Triangles, Language of Geometry, Measurement, and Coordinate Geometry and Transformations. 11. 2014 EOC GEOMETRY Number and Percent of Students Scoring Proficient or Advanced: 31 Students: 68% of Combined Students 27 Students: 63% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for Triangles, Language of Geometry, and Relationships/Dimensions. The lowest identified areas for Economically Disadvantaged students were: Open Response for Triangles and all other openresponse areas. 12. 2012 EOC GEOMETRY Number and Percent of Students Scoring Proficient or Advanced: 28 Students: 86% of Combined Students 23 Students: 86% of Caucasian Students 14 Students: 79% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for Language of Geometry and Relationships/Dimensions.
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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ACSIP
The lowest identified areas for Economically Disadvantaged students were: Open Response for Language of Geometry and Relationships/Dimensions. 13. GRADUATION RATE: The 2014 graduation rate for Scranton is 100%. AMO's were not met in Performance and Growth for All Students but were met in Performance and Growth for TAGG. 14. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2014 administration of the 7 & 8 grades and Algebra and Geometry for the Benchmark/EOC TESTING We examined the results for both the combined population and EACH subpopulation. In addition, we have examined our Attendance, Disciplinary and Achievement Data over the past three years. We looked at the trend data in order to better identify the areas of need and help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause to determine why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. In addition to these efforts, we will meet in teams and as an entire faculty so that we can review formative (realtime) classroom performance data for the purpose of making decisions regarding the direction and focus of our classroom instruction. Our data analysis led us to prioritize these areas: (all groups) OpenResponse in all areas. 15. Goal
Students will show increased achievement in all areas of constructedresponse writing and in multiple choice questions in measurement and algebra.
During the 201415 school year, Scranton High School will meet or exceed the Annual Measurable Outcomes (AMO) for Graduation Rate (2015 AMO 100% and 100% for Targeted Achievement Gap Group), for performance (2015 AMO 85.42% for All Students Population and 82.09% for TAGG),and growth (2015 AMO 79.87% for All Students Population and 76.19% for TAGG. Scranton High School Benchmark will also meet or exceed the AMO's for all subpopulations. For the 201314 year, Scranton High School met the AMO's for graduation rate and Growth for All Student Population but did not meet the AMO for performance in both All Students Population and Targeted Achievement Gap Group in Math and in Growth for TAGG in Math. Intervention: Scranton High School math teachers will ask higher order thinking questions daily to raise growth scores in math. Scientific Based Research: Petti, Wendi. "Math Questions Worth Asking." Education World. N.p., 5 May 2014. Web. 5 Sept. 2014. Actions Math teachers will obtain staff development relating to alternate assessments, especially rubrics. Action Type: Professional Development
Person Responsible
Timeline
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
All math teachers will utilize all Roger Knight available technology to enhance understanding of geometry and algebra. Included in this will be Odyssey software program for Special Education,smart boards for instruction for all students (including special education and GT students), and calculators. Supplies will be purchased for the teachers to aid in math instruction. Action Type: Technology Inclusion
Start: 07/01/2014 End: 06/30/2015
At least once a week, teachers will Mark incorporate constructedresponse Siebenmorgen questions, scored using teachermade rubrics.Weaknesses were noted in the following openresponse areas: triangles, coordinate geometry,language of algebra, solving equations, nonlinear equations, and measurement. Action Type: Collaboration
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources
Source of Funds
Administrative ACTION BUDGET: $ Staff Outside Consultants Teachers
Computers Teaching Aids
Teachers
ACTION BUDGET: $
ACTION BUDGET: $
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ACSIP
Administrative ACTION BUDGET: $ Staff Teachers
EVALUATION PROTOCOL FOR 201415 Mark ACSIP BASELINE DATA Classroom Siebenmorgen, Walkthru or classroom observations principal by the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these mathbased expanded curriculum programs. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
PROGRAM EVALUATION: At the conclusion of the 20132014 school year we evaluated this program. EVALUATION RESULTS: Only 30% of the students in grades 711 taking the Target Assessment Post Test scored better than the pretest. We believe the evidence shows that it is not valuable to us in terms of supporting our efforts to increase student achievement. During the 20142015 school year, we plan to use the following protocol in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program: We will desegregate testing data to evaluate student achievement. We will use the new testing data information from Measured Progress to determine whether the objectives are being achieved and whether the program is successful in attaining student outcomes. We will report the results in our 20142015 ACSIP plan, and use those evaluation results in making decisions that impact our future program. Action Type: Program Evaluation
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
Performance Assessments Teachers
ACTION BUDGET: $
COMPREHENSIVE NEEDS Mark ASSESSMENT:Scranton High School Siebenmorgen, conducted a three year data trend principal analysis of math achievement using the results from Target Assessments, ITBS, Benchmark exams, and EOC Algebra and Geometry exams. Results for both the All Student Population and the TAGG were examined to identify specific areas of weakness in learning strands. Our data analysis identified the following focus areas for improvement: measurement multiple choice and open response; and all open response (special emphasis on geometry in 7th grade and linear equation in Algebra 1) in all math classes. Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
Performance Assessments Teachers
ACTION BUDGET: $
Scranton Schools will employ a .14 FTE Tools for Learning instructor to improve math scores. Action Type: Equity Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
Lisa Martin
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Title I Employee $1203.31 Benefits: Title I Employee $5558.00 Salaries: 15/19
4/14/2015
ACSIP
ACTION $6761.31 BUDGET: Total Budget:
$6761.31
Intervention: Scranton High School will increase instructional emphasis in problem solving, geometry, data analysis and algebra areas in order to raise math scores. Scientific Based Research: Checkley,Kathy. The Essentials of Mathematics, Grades 7–12: Effective Curriculum, Instruction, and Assessment, ASCD, Alexandria, VA, 2006. Actions All math teachers will include instruction of geometry, algebra, measurement, and data analysis/probability constructed response writing. Action Type: Collaboration
Person Responsible Roger Knight
Timeline Start: 07/01/2014 End: 06/30/2015
Resources Teachers
Source of Funds
ACTION BUDGET: $
EVALUATION PROTOCOL FOR 201314 Mark ACSIP BASELINE DATA Classroom Siebenmorgen, Walkthru or classroom observations principal by the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these mathbased expanded curriculum programs. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
Administrative ACTION BUDGET: $ Staff Teachers
TITLE I FUNDS ARE USED TO Mark SUPPORT AND SUPPLEMENT THE Siebenmorgen, REGULAR EDUCATIONAL PROGRAM. principal Scranton will employ a .345 FTE teacher's aide (Barbara Aitken) to staff intervention program. This qualified Title I paraprofessional supports and reinforces the skills and strategies with identified students within the regular classroom. This paraprofessional and the regular classroom teacher work together to ensure that identified students learn skills,strategies and concepts that will enable them to be successful. Transition to High School: Our Middle/Junior High School will continue to provide a variety of opportunities for our students to transition into the high school setting. Such activities will include: Registration, School Wide Tours, Open House prior to the start of the next school year, and Conferences needed to meet IEP and 504 requirements will be scheduled. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR BOTH LICENSED AND PARAPROS STAFF WHO SERVE TITLE I STUDENTS areprovided by Scranton High School. Action Type: Title I Target Assistance
Start: 07/01/2014 End: 06/30/2015
Teachers Title Teachers
All math teachers will provide increased instruction concerning number relationships,number systems, and number theory,and measurement;and then assess students for effectiveness. Math
Start: 07/01/2014 End: 06/30/2015
Roger Knight
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Title I Employee $1357.48 Benefits: Title I Employee $6270.02 Salaries: ACTION BUDGET:
Performance Assessments Teachers
$7627.5
ACTION BUDGET: $
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ACSIP
teachers will be given Title 1 monies to purchase supplies needed for improving test scores in these areas. Action Type: Program Evaluation TITLE I FUNDS ARE USED TO SUPPORT THE REGULAR EDUCATIONAL PROGRAM. Scranton will hire a .4375 supplemental/intervention math teacher (Lillie Brewster).
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Title I Employee $6545.92 Salaries: Title I Employee $1417.20 Benefits: ACTION $7963.12 BUDGET:
NSLA monies will be used to purchase Mark supplies for all teachers to enhance Siebenmorgen, learning in order to improve math and principal literacy scores. Action Type: Equity
Start: 07/01/2014 End: 06/30/2015
Teachers Teaching Aids
NSLA (State 281) $8500.00 Materials & Supplies: ACTION BUDGET:
Total Budget:
Priority 3:
Supporting Data:
$8500 $24090.62
The Scranton School District is dedicated to providing a school environment that enhances the knowledge of wellness and the development of lifelong wellness practices. 1. The Scranton High School serves students in grades 712. Total enrollment in 20132014 for the high school was 185;enrollment in those grades for which BMI assessments are required was 53. On the day children were measured, 50 students present were measured.A total of 19 males were screened with 73.7% healthy or underweight and 26.3% at risk or overweight. A total of 31 females were screened with 61.3% healthy or underweight and 38.7% at risk or overweight. 2. The Scranton High School serves students in grades 712. Total enrollment in 20102011 for the high school was 178. On the day children were measured, 176 students were present. Eighth and tenth graders were measured. Findings show 5% of children were in overweight category and 21.7% in obese category.A total of 32 males were screened with 65.6% healthy or underweight and 34.4% overweight or obese. A total of 28 females were screened with 82.1% healthy or underweight and 17.9% overweight or obese. 3. The Scranton High School serves students in grades 712. Total enrollment in 20112012 for the high school was 197; enrollment in those grades for which BMI assessments are required was 57. On the day children were measured, 55 students were present were measured. A total of 28 males were screened with 64.3% healthy or underweight and 35.7% overweight or obese. A total of 27 females were screened with 59.3% healthy or underweight and 40.7% overweight or obese. 4. Overall, BMI classification results for Scranton High School show that approximately 17.5% of all children were in the overweight category and approximately 25.4% of all children measured were identified as obese.
Goal
The Scranton School District will provide assistance to students in making healthy lifestyle choices by enforcing healthy habits to aid in decreasing the average BMI on routine annual screenings.
Benchmark
In the duration of the 20142015 school year, the health and wellness of the students will be enhanced to help decrease the average BMI during routine annual screenings.
Intervention: Prepare students to make healthy lifestyle choices concerning their health and encourage strategies and activities that encourage a nonsedentary lifestyle Scientific Based Research: "NMSA Research Summary: Student Achievement and the Middle School Concept". http://www.nmsa.org/Research/ResearchSummaries/Health/tabid/267/Default.aspx Shenson, D., "The Role of Schools in Preventing Childhood Obesity." President's Council on Physical Fitness and Sports Research Digest. Seriest, No.3. September 2006. Health Affairs, July 1, 2006. Actions
Person Responsible
Timeline
Scranton High School will promote a healthy lifestyle
Mark
Start:
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources
Source of Funds
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ACSIP
consistent with ADE Child Nutrition Unit. Classes are offered that teach students to be health conscious. Each student has the option of some sort of physical activity every day. Action Type: Wellness
Siebenmorgen, 07/01/2014 End: Prinicipal 06/30/2015
EVALUATION PROTOCOL FOR 201415 ACSIP BASELINE DATA Meetings of wellness committee, principal, and nurse will document and determine the level of implementation, success, and adjustment of these programs. Action Type: Program Evaluation Action Type: Wellness
Mr. Mark Siebenmorgen, high school principal
Physical Education and Health curriculum will be aligned with Arkansas Frameworks. Action Type: Wellness
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Start: 07/01/2014 End: 06/30/2015
Scranton School District will involve parents in physical Mark activity and nutrition education through homework, Siebenmorgen, national school lunch program menus, and parent principal teacher organization meeting presentations and professional development activities. Professional Development will be provided for both teachers and parents and will focus on physical activity and nutrition education, and health risk indicators that compromise students’ ability to perform academically, etc Action Type: Professional Development Action Type: Wellness
Start: 07/01/2014 End: 06/30/2015
PROGRAM EVALUATION: At the conclusion of the Dr. James 20132014 school year we evaluated this Bridges Intervention/Program through BMI results for high school students and determined that each was fairly effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. EVALUATION RESULTS: A total of 19 males were screened with 73.7.% healthy or underweight and 26.3% overweight or obese. A total of 31 females were screened with 61.3% healthy or underweight and 38.7% overweight or obese. Based on results from the BMI assessment, we determined that the interventions for females were NOT successful last year.During the 20142015 school year, we plan to use the following protocols in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program BMI results in 8th and 10th grade, and APNA Survey Results in 10th and 12th grades. We will use this data/information to determine whether the objectives of this Intervention/Program were achieved and whether it has been successful in attaining the anticipated participant outcome, objectives. We will report the results, in our 2015 2016 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Program Evaluation Action Type: Wellness
Start: 07/01/2014 End: 06/30/2015
Total Budget:
ACTION $ BUDGET:
District ACTION Staff $ BUDGET:
ACTION $ BUDGET:
ACTION $ BUDGET:
District ACTION Staff $ BUDGET:
$0
Planning Team Classification
Name
Position
Committee
Classroom Teacher
Anissa Berg
Special Education Teacher
Math
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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ACSIP
Classroom Teacher
Carolyn Rhinehart
Social Studies/English Instructor High School ACSIP Chairperson
Classroom Teacher
Dustin Peters
Basketball/Health
Literacy
Classroom Teacher
Holly Jones
English Instructor
Literacy
Classroom Teacher
James Roby
Basketball/Social Studies
Math
Classroom Teacher
John Blamey
Social Studies Instructor
Literacy
Classroom Teacher
Judy Martin
Consumer Science
Math
Classroom Teacher
Kim Griffin
Math Instructor
Math
Classroom Teacher
Laura Simpson
Art teacher
Literacy
Classroom Teacher
LeCleta Aitken
Music
Math
Classroom Teacher
Lisa Martin
English Instructor
Title I
Classroom Teacher
Lisa Martin
English Instructor
Literacy Chairperson
Classroom Teacher
Paula Siebenmorgen Science Instructor
Math
Classroom Teacher
Roger Knight
Math Instructor
Math Chairperson
Classroom Teacher
Shannon Brents
ALE instructor
Math
Classroom Teacher
Shawna Ratliff
Business Ed.
Literacy
Classroom Teacher
Susan Linker
Agri. Vocational
Math
Classroom Teacher
Whitney Brown
Science Instructor
Math
Community Representative
Tanya White
Community Business Person
Math
DistrictLevel Professional
Dr. James Bridges
Superintendent
Title I
DistrictLevel Professional
Dr. James Bridges
Member
Literacy/Homeless
NonClassroom Professional Staff Geraldyn Spicer
Counselor
Title I
NonClassroom Professional Staff Geraldyn Spicer
Counselor
Literacy
NonClassroom Professional Staff Henrietta Johnston
Member
Wellness
NonClassroom Professional Staff Leigh Vonderheide
Media Specialist/Librarian
Literacy
Parent
Christine Turner
Member
Title I
Parent
Denise Mertin
Member
Wellness
Principal
Gary Rhinehart
Title I Coordinator
Title I
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ACSIP
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School Plan Print Version
SCRANTON HIGH SCHOOL Arkansas Comprehensive School Improvement Plan 20142015
It is the mission of the Scranton Public Schools to promote an equitable, quality education for all students. It is our goal to provide the guidance, leadership, and support so that each student may achieve his maximum potential and become a useful, productive member of society. "We believe learning is a lifelong process in which students are expected to take personal responsibility, that there are no limits on what students can learn, and that learning must take place in a nurturing, safe environment which recognizes the diversity of individuals while assuring equity for all." Scranton Public Schools is committed to developing, improving, and advancing the community through the education of its citizens and the active involvement of the community.
Grade Span: 712
Title I: Title I Schoolwide
School Improvement: MS
Table of Contents Priority 1: Literacy Improvement Goal: All students, with emphasis on the identified lowperforming student groups, will improve reading comprehension; reading and interpreting a variety of texts including practical, informational, and technical texts; writing with understanding of purpose, speaker, audience, and form. Priority 2: Math Score Improvement Goal: Students will show increased achievement in all areas of constructedresponse writing and in multiple choice questions in measurement and algebra. Priority 3: Wellness Goal: The Scranton School District will provide assistance to students in making healthy lifestyle choices by enforcing healthy habits to aid in decreasing the average BMI on routine annual screenings. Priority 1:
To Improve Literacy Skills and Strategies 1. 7th GRADE BENCHMARK: 2014Number and Percent of Students Scoring Proficient or Advanced: 29 Students: 85% of Combined Students 23 Students: 65% of Caucasian Students 14 Students: 65% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing(Content and Practical), Essay Writing (Style), and Multiple Choice Writing. The lowest identified areas for Caucasian were: OpenEnded Response Writing, Essay Writing (Content and Style), and Writing Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Writing Multiple Choice. The overall strengths were in Literary Multiple Choice and OpenResponse. 2. 7th GRADE BENCHMARK: 2012Number and Percent of Students Scoring Proficient or Advanced: 38 Students: 79% of Combined Students 38 Students: 79% of Caucasian Students 22 Students: 72% of Economically Disadvantaged Students 5 Students: 40% of IEP Students 1 Student: 0% LEP The lowest identified areas for the combined population and targeted were: OpenEnded Response Writing(Content and Practical), Essay Writing (Content and Style), and Multiple Choice Writing. The overall strengths were in Literary and Content Multiple Choice and Writing Usage and Mechanics.
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Supporting Data:
ACSIP
3. 7th GRADE BENCHMARK: 2013Number and Percent of Students Scoring Proficient or Advanced: 32 Students: % of Combined Students 18 Students: % of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Ended Response Writing(Content and Practical), Essay Writing (Style), and Multiple Choice Writing and Literary. The lowest identified areas for Caucasian were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content, Literary, and Writing (Multiple Choice) The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content, Literary, and Writing Multiple Choice. The overall strengths were in Practical Multiple Choice and OpenResponse. 4. 8TH GRADE BENCHMARK 2014Number and Percent of Students Scoring Proficient or Advanced: 33 Students: 81% of Combined Students 29 Students: 83% of Caucasian Students 18 Students: 73% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing (Content and Practical), Essay Writing (Content and Style), and Content and Writing Multiple Choice. We have a severe problem in the Writing Multiple Choice. The lowest identified areas for Caucasian were: Open Ended Response Writing and Content Reading (Multiple Choice) The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content Reading (Multiple Choice) The overall strengths were in Practical Multiple Choice and Content OpenResponse. 5. 8TH GRADE BENCHMARK 2012Number and Percent of Students Scoring Proficient or Advanced: 22 Students: 90% of Combined Students 19 Students: 89% of Caucasian Students 15 Students: 87% of Economically Disadvantaged Students 3 Students: 100% of Asian Students The lowest identified areas for the combined population and targeted were: Open Ended Response Writing (Content and Practical), Essay Writing (Style), and Literary and Writing Multiple Choice. The overall strengths were in Practical Multiple Choice and Practical OpenResponse. 6. 8TH GRADE BENCHMARK 2013Number and Percent of Students Scoring Proficient or Advanced: 35 Students: 81% of Combined Students 16 Students: 74% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Ended Response Writing (Content and Practical), Essay Writing (Content and Style), and Content and Writing Multiple Choice. We have a severe problem in the Writing Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing and Content Reading (Multiple Choice) The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing, Essay Writing (Content and Style), and Content Reading (Multiple Choice) The overall strengths were in Practical Multiple Choice and Content Open Response. 7. 2014 EOC LITERACYNumber and Percent of Students Scoring Proficient or Advanced: 36 Students: 72% of Combined Students 21 Students: 67% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing(Literary), Essay Writing (Content and Style), and Literary Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing (Literary), Essay Writing (Content and Style), and Literary Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The overall strengths were in Literary Multiple Choice and OpenResponse and Writing Sentence Formation, Usage, and Mechanics. 8. 2012 EOC LITERACYNumber and Percent of Students Scoring Proficient or Advanced: 27 Students: 71% of Combined Students 25 Students: 72% of Caucasian Students 14 Students: 57% of Economically Disadvantaged Students 3 Students: 33% of IEP Students 2 Students: 50% of Asian Students The lowest identified areas for the combined population were: Open Ended Response Writing(Practical), Essay Writing (Content), and Literary Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing(Practical), Essay Writing (Content), and Literary Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing(Practical), Essay Writing (Content), and Literary Multiple Choice. The overall strengths were in Writing: Sentence Formation and Usage. 9. 2013 EOC LITERACYNumber and Percent of Students Scoring Proficient or Advanced: 32 Students: 72% of Combined Students 18 Students: 66% of Economically Disadvantaged Students The lowest identified areas for the combined population were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The lowest identified areas for Caucasian were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The lowest identified areas for Economically Disadvantaged students were: OpenEnded Response Writing(Literary and Practical), Essay Writing (Content and Style), and Literary and Writing Multiple Choice. The overall strengths were in Content and Practical Multiple Choice and in Content OpenResponse and Writing Sentence Formation, Usage, and Mechanics. 10. AMO2014Achieving for All Students Growth but Needs Improvement for All Students Performance and TAGG in performance and growth. 11. GRADUATION RATE: The 2014 graduation rate for Scranton is 100%.
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12. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2014 administration of the 7, 8, and 11 grades for the Benchmark/EOC TESTING We examined the results for both the combined population and EACH subpopulation. We noted written evidence documenting our main areas of weakness. In addition, we have examined our Attendance, Disciplinary and Achievement Data over the past three years. We looked at the trend data in order to better identify the areas of need and help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause to determine why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. In addition to these efforts, we will meet in teams and as an entire faculty so that we can review formative (realtime) classroom performance data for the purpose of making decisions regarding the direction and focus of our classroom instruction. Our data analysis led us to prioritize these areas: (all groups) Literacy Multiple Choice and OpenResponse and Writing Content and Style.
Goal
All students, with emphasis on the identified lowperforming student groups, will improve reading comprehension; reading and interpreting a variety of texts including practical, informational, and technical texts; writing with understanding of purpose, speaker, audience, and form.
During the 201415 school year, Scranton High School will meet or exceed the Annual Measurable Outcomes (AMO) for Graduation Rate (2015 AMO 100% and 100% for Targeted Achievement Gap Group),for performance (2015 AMO 84.06% for All Students Population and 77.78% for TAGG:, and for growth (2015 AMO 84.91 for All Students Population and 80.95 for TAGG). Scranton High School Benchmark will also meet or exceed the AMO's for all NCLB subpopulations. For the 201314 year, Scranton High School met the AMO for graduation rate and Growth for All Students Population,but needs improvement for performance in both All Students Population Targeted Achievement Gap Group in Literacy and growth in TAGG in Literacy. Intervention: The faculty at Scranton High School will develop and implement standardsbased curriculum alignment according to the most current Common Core standards and will incorporate reading strategies and writing skills into all core curriculum classes. Scientific Based Research: "Core Knowledge® Foundation : Standards Alignments." Core Knowledge® Foundation : Standards Alignments. N.p., n.d. Web. 05 Sept. 2014. Actions
Person Responsible
Timeline
Using Arkansas Frameworks, TIA, Mark and other data from testing sources, Siebenmorgen, all curricula will be mapped and principal aligned. Professional development will be provided to assist teachers in mapping and aligning curricula. Action Type: Alignment Action Type: Collaboration Action Type: Professional Development
Start: 07/01/2014 End: 06/30/2015
EVALUATION PROTOCOL FOR 2014 Mark 15 ACSIP BASELINE DATA Classroom Siebenmorgen Walkthru or classroom observations by the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these literacybased expanded curriculum programs. Classroom walkthrus and teacher evaluations showed that 100% of teachers were teaching to Arkansas frameworks. The plan will be evaluated periodically by teachers and administrators after reviewing CRT and/or NRT to determine if the number of students meeting or exceeding proficiency in reading has increased. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources Computers District Staff Performance Assessments Teachers
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All teachers of textbased courses will implement reading aloud in class. Research has shown that reading aloud increases a student's comprehension, thus all content areas should allow some class time for this.Close readings will further aid in comprehension.These METHODS AND STRATEGIES WE USE HAVE SCIENTIFICALLYBASED RESEARCH showing the effectiveness. Action Type: Collaboration Action Type: Special Education Action Type: Title I Target Assistance
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
Scranton High will conduct Carolyn interdisciplinary workshops for the Rhinehart faculty to promote literacy in all subject areas, including Special Education and GT. Content area teachers will be trained to implement reading comprehension and open response and essay writing strategies in their area. All teachers will include higher order thinking questions on a weekly basis. This will indicate the student's critical thinking skills and prepare them for the end of level literacy exam content area. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education
Start: 07/01/2014 End: 06/30/2015
A Title I committee at Scranton High Lisa Martin School will conduct an annual review of Title I programs. Since Scranton is Schoolwide Title I, a parent compact will be sent home to every student. Action Type: Equity Action Type: Parental Engagement Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
A "Closing the Achievement Gap" committee composed of administrators, teachers, and parents/business leaders will review test scores and identify areas of strengths and weaknesses for subgroups. The findings for 2013 2014 showed that economically disadvantaged students were our targeted subgroup. This group performed lower on both literacy and math.This should enable teachers to better individualize instruction.(Sign in sheet; agenda; minutes) Action Type: Equity Action Type: Program Evaluation
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
The high school library will purchase appropriate reading materials and books for use by all students, including Special Education, LEP, and GT students. Action Type: Equity Action Type: Special Education
Leigh Vonderheide, librarian
Start: 07/01/2014 End: 06/30/2015
All English teachers grades 711 will give online assessment tests at least
Mr. Mark Start: Siebenmorgen, 07/01/2014
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
District Staff Teachers
Computers District Staff Outside Consultants Performance Assessments Teachers
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Title I Purchased $2960.00 4/19
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three times during the school year to high school check the progress of students principal toward achieving proficient on the standardized tests. Because test results indicated no increase in proficiency from pretest to posttest in 7th, 8th, 9th, and 11th literacy using Target Assessments, the district has purchased a new assessment program, Measured Progress. Action Type: AIP/IRI Action Type: Alignment Action Type: Program Evaluation
End: 06/30/2015
COMPREHENSIVE NEEDS ASSESSMENT:Scranton High School conducted a three year data trend analysis of literacy achievement using the results from Target Assessments, Benchmark exams, and EOC Literacy exam. Results for both the All Student Population and the TAGG were examined to identify specific areas of weakness in learning strands. We conducted data analysis to determine our main areas of weakness. In addition, we studied the three most recent years of Attendance, Graduation Rate,and disciplinary data across grade levels within our building. We aggregated and disaggregated all the data for the purpose of establishing student learning and behavioral goals. We looked at our trend data in order to better identify the specific areas of need and help align classroom instruction with our curriculum, assessment and professional development. Our 2014 Supporting Data Statements show the weaknesses to be in Content and Practical Open Response and Multiple Choice and Content for Writing. We are modifying our Curriculum, Instruction, Assessment and Professional Development practices to better meet the needs of all our populations. Action Type: Professional Development Action Type: Program Evaluation
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
PROGRAM EVALUATION: At the Mark conclusion of the 20132014 school Siebenmorgen, year, we evaluated the program principal through testing results and determined that the target assessment was ineffective in support of our Curriculum, Instruction, Assessment, and Professional Development. EVALUATION RESULTS: Fewer 711th grade students taking the Target Assessments scored proficient on the post test compared to the pretest. We believe the evidence shows that it is not effective in terms of supporting our efforts to increase student achievement. This year we will implement Measured Progress assessments.During the
Start: 07/01/2014 End: 06/30/2015
Services: ACTION BUDGET:
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Teachers
Performance Assessments Teachers
$2960
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20142015 school year, we plan to use the following protocol in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program: We will disaggregate testing data to evaluate student achievement. We will use the testing data information to determine whether the objectives are being achieved and whether the program is successful in attaining student outcomes. We will report the results in our 20152016 ACSIP plan, and use those evaluation results in making decisions that impact our future program. Action Type: Program Evaluation All teachers will ask higherorder thinking questions in classroom discussions and on teachermade tests. Higher order thinking questioning will be used on a daily basis. Action Type: Collaboration Action Type: Equity
Mr Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Performance Assessments Teachers Teaching Aids
Total Budget:
ACTION BUDGET: $
$2960
Intervention: Scranton High School will comply with the Parental Engagement requirements as outlined in ACT 307, of 207, and Title IA of No Child Left Behind. The PARENTAL INVOLVEMENT Plan will include the following activities: There will be an Annual review and update of our Title I School/Parent Compact. The Compact will be distributed to each parent with the student handbook. The parents are required to sign off confirming their receipt of the Handbook and Compact. There will be a meeting in the fall to encourage parents to have input into the Title I program. . Scientific Based Research: Dervarics, Chuck, and Eileen O'Brien. "Back to School: How Parent Involvement Affects Student Achievement (At a Glance)." Back to School: How Parent Involvement Affects Student Achievement (At a Glance). N.p., 30 Aug. 2011. Web. 05 Sept. 2014. Actions
Person Responsible
Timeline
The parent involvement facilitator will develop Shannon a volunteer resource book including a parent Warren, interest survey, an option for parents to facilitator designate how frequently they would participate in the program, and include opportunities for parents to assist at home and at school as volunteers. This book may then be used by other teachers to use volunteers in the classroom. Action Type: Collaboration Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
The building principal will designate one Mark certified staff member to serve as a parent Siebenmorgen, facilitator to organize meaningful training for principal staff and parents and to undertake efforts to ensure that parental participation is recognized as an asset to the school. The district will pay the facilitator a stipend of $500 for assuming duties as required by ACT 307 of 2007. Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
The school's process for resolving parental concerns will be outlined in the school's handbook and presented at the school's open house. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
Shannon Warren, facilitator
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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Source of Funds
Administrative ACTION Staff $ BUDGET: Community Leaders Teachers
Administrative ACTION Staff $ BUDGET: Teachers
Administrative ACTION Staff $ BUDGET: Community Leaders Teachers
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Teachers and administrators will receive two hours training to enhance understanding of effective parental involvement strategies and the importance of setting expectations and creating a climate conducive to parental participation. Action Type: Parental Engagement Action Type: Professional Development
Shannon Warren, facilitator
Start: 07/01/2014 End: 06/30/2015
Administrative ACTION Staff $ BUDGET: Outside Consultants
EVALUATION PROTOCOL FOR 201415 ACSIP BASELINE DATA The parent facilitator will collect data and surveys for parental involvement evaluations each year. Action Type: Collaboration Action Type: Parental Engagement Action Type: Program Evaluation
Shannon Warren, facilitator
Start: 07/01/2014 End: 06/30/2015
Community Leaders Teachers
The school will conduct two Parent/Teacher Conferences each year. Action Type: Collaboration Action Type: Parental Engagement
Mark Start: Siebenmorgen 07/01/2014 End: 06/30/2015
Administrative ACTION Staff $ BUDGET: Teachers
All parents will receive informational packets containing a parent involvement plan, school calendar, school handbook (including process for resolving parental concerns), and other information including the school's website address and appropriate listing of contact personnel and phone numbers. Action Type: Equity Action Type: Parental Engagement Action Type: Special Education
Mark Start: Siebenmorgen 07/01/2014 End: 06/30/2015
Administrative ACTION Staff $ BUDGET: Teachers
Teachers and parents will develop a parental Mark involvement plan addressing the diverse needs Siebenmorgen, of the students and their parents to increase principal the school's ability to provide for the educational success of their children. The plan will be reviewed and updated periodically. Action Type: Collaboration Action Type: Parental Engagement Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
The high school will schedule regular parental involvement meetings at which parents wil be given a report on the state of the school and an overview of what the students will be learning, how they will be assessed, what parents should expect, and how a parent can assist and make a difference in their child's education.(Signin sheets) Action Type: Collaboration Action Type: Parental Engagement
Shannon Warren, facilitator
Start: 07/01/2014 End: 06/30/2015
Seminars on financial aid, college and career Geraldyn choices, and course selection will be offered to Spicer, parents of all students. counselor Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
Transition to High School: Our Middle/Junior Mark High School will continue to provide a variety Siebenmorgen, of opportunities for our students to transition principal into the high school setting. Such activities will include: Registration, School Wide Tours, Open House prior to the start of the next school year, and Conferences needed to meet IEP and 504 requirements will be scheduled. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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Administrative ACTION Staff $ BUDGET: Community Leaders Teachers
Community Leaders Teachers
ACTION $ BUDGET:
Community Leaders District Staff Teachers
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Action Type: Special Education The high school will enable the formation of a parent teacher association that will foster parental and community involvement within the school. Action Type: Collaboration Action Type: Parental Engagement
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
DEVELOPING BUILDINGPARENT CAPACITY:Scranton High School will provide assistance to parents of children served by the school in understanding such topics as the State’s academic content standards and State academic achievement standards (Common Core), State and local academic assessments, and how to monitor a child’s progress and work with educators to improve the achievement of their children; The School shall also provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement; Scranton High School's administration and staff will receive training in the methods of assisting parents in their child’s education, in understanding the value and utility of contributions parents make to the school, and how to communicate that parents are equal partners in education. The school will implement and coordinate parent programs and build capacity between parents and the school; As much as it is possible, integration and coordination activities will expand to include the Parents as Teachers Program and other programs. Other activities, such as parent resource centers, will encourage and support parents in more fully participating in the education of their children; The School will also insure that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a format and to the extent practicable in a language the parents can understand; The high school will provide such other reasonable support for parental involvement activities as parents may request. Action Type: Parental Engagement Action Type: Professional Development
Shannon Warren, parental involvement facilitator
Start: 07/01/2014 End: 06/30/2015
HOMELESS SERVICES: The Scranton School District will provide for the welfare and educational needs of homeless students in order to remove barriers to learning. Procedures and guidelines are in place for identification and enrollment of homeless students. Programs and activities address the educational needs of homeless students. A Homeless Liaison is in place to monitor and direct homeless activities throughout the District. Staff will receive Professional Development on identification and enrollment procedures, as well as homeless students' needs. This activity is supplemental to the program already implemented with state or local funds. Our formula for determining our allocation for our homeless needs is based upon previous 3years expenditures and current economic conditions and decreasing enrollment in the District. Action Type: Parental Engagement
Dr. James Bridges, Homeless Liaison
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Community Leaders
ACTION $ BUDGET:
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Action Type: Professional Development Total Budget:
$0
Intervention: Systems Organization for Improved Student Achievement (for both literacy and math) Scientific Based Research: Pollock, Jane E. Improving Student Learning One Teacher at a Time, ASCD, Alexandria, VA, 2007. Actions
Person Responsible
Timeline
Resources
Source of Funds
Appropriate teachers and/or other Mark school personnel knowledgeable about Siebenmorgen, the student’s academic performance principal shall evaluate students identified as scoring below proficient on the State Criterion Reference (CRT) exams. The student’s parents will be contacted for the purpose of working jointly with school personnel in developing an Academic Improvement Plan. (AIP) Formative and Summative Assessment Data will be used to create a plan that includes standardsbased, supplemental, remedial strategies designed to assist the student in scoring proficient on the next administration of the CRT Exam. Regular classroom teachers will be the first to implement the components of these plans. A variety of additional resources will also be used to support the student. Highly qualified staff will provide instruction. The AIP will be monitored and adjusted as the student makes progress. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
ACTION BUDGET:
$
OPPORTUNITY SCHOOL Students who Mark are identified as atrisk will be placed in Siebenmorgen, an alternative learning environment principal (ALE) with access to services of a school counselor/mental health professional, a nurse, and support services, all provided by the district. The ALE will employ sufficient personnel in the core academic content areas in order to meet the student/teacher ratios (as outlined in section 4.02Rules Governing the Distribution of Student Special Needs FundingSeptember, 2007) and allow students to secure enough credits for graduation. Any student eligible for special education services will continue to receive services while in the ALE. Students will not be placed in the ALE based on academic problems alone. Students placed, otherwise intelligent and capable, may have one or more of the following characteristics: Disruptive behavior, potential drop out, personal or family problems, recurring absenteeism, transition to or from residential programs or conditions that negatively affect the student's academic progress. (Abusephysical, mental,
Start: 07/01/2014 End: 06/30/2015
ACTION BUDGET:
$
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sexual, frequent relocation of residency, homelessness, inadequate emotional support, mental/physical health problems, pregnancy, single parenting) Documentation shall be maintained as to placement decisions made by the Alternative Education Placement Team. All ALE teachers will receive professional development pursuant to ADE Rules and Regulations. The Alternative Learning Environment will have as its goal to increase attendance of atrisk students and to graduate them. Parent conferences will be required for placement in the program and school personnel will be in frequent contact with parents. The placement conference will include the principal, counselor, teachers, parents, and other appropriate personnel in order to make good decisions about what services will be available while in the ALE. If the student makes significant academic and/or behavioral progress while in the ALE the student may be exited from the program. The ALE Placement Team will develop exit criteria. The ALE will meet all guidelines required by the ADE and state laws. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Special Education Action Type: Technology Inclusion Implement a semesterlong high school Mark remediation class for all students Siebenmorgen, scoring below proficient on EOC and/or principal Benchmark (Act 35 of 2004).This program will also be available to any student, including special education and GT students, who wants to improve skills. INSTRUCTION WILL BE BY A HIGHLY QUALIFIED TEACHER. Parents will be required to approve the remediation plan for those students who are placed in the class. Remediation will include utilizing Odysseyware which will be purchase by the district using Title I funds. The plan will be evaluated by teachermade achievement tests and available releaseditem testing materials.EVALUATIONS: 35% of those students in remediation class scored proficient on Benchmark. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation Action Type: Special Education Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
TITLE I FUNDS ARE USED TO SUPPORT Mark AND SUPPLEMENT THE REGULAR Siebenmorgen, EDUCATIONAL PROGRAM. Scranton will principal hire a .345 FTE teacher's aide (Barbara
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Title I Materials & $6600.00 Supplies: ACTION BUDGET:
Title Teachers
Title I Employee Benefits:
$6600
$1357.45
Title I 10/19
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Aitken) to staff intervention program. This qualified Title I paraprofessional supports and reinforces the skills and strategies with identified students within the regular classroom. This paraprofessional and the regular classroom teacher work together to ensure that identified students learn skills,strategies and concepts that will enable them to be successful. Materials will be purchased to aid students. Transition to High School: Our Middle/Junior High School will continue to provide a variety of opportunities for our students to transition into the high school setting. Such activities will include: Registration, School Wide Tours, Open House prior to the start of the next school year, and Conferences needed to meet IEP and 504 requirements will be scheduled. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR BOTH LICENSED AND PARAPROS STAFF WHO SERVE TITLE I STUDENTS are provided by Scranton High School. Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Title I Target Assistance
Employee Salaries: ACTION BUDGET:
EVALUATION PROTOCOL FOR 201314 Mark ACSIP BASELINE DATA Classroom Siebenmorgen, Walkthru or classroom observations by principal the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these programs. In addition, teachers will discuss the success of the programs during team meetings, faculty meetings, and informal sharing opportunities. This intervention has proven effective due to improved test scores and individual growth in those students receiving remediation. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
Professional development will be given Mark periodically to teachers concerning ALE, Siebenmorgen, Remediation criteria, LEP training, and principal AIP writing. Action Type: Collaboration Action Type: Professional Development ACT 397: (I) Scranton High School Shannon provides tips for how parents can foster Warren, their child's success. School personnel facilitator will distribute this information to the parents as a bridge for home/school connection. The parent will be able to incorporate these developmentally appropriate learning activities in the home environment; (J) School personnel will also provide study guides, curriculum pacing, and other exercises that parents can use to assist their child’s education and learning. Action Type: Collaboration Action Type: Parental Engagement http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Teachers
$6270.02
$7627.47
ACTION BUDGET:
$
Start: 07/01/2014 End: 06/30/2015
Outside Consultants ACTION BUDGET: Teachers
$
Start: 07/01/2014 End: 06/30/2015
ACTION BUDGET:
$
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TITLE I FUNDS ARE USED TO SUPPORT THE REGULAR EDUCATIONAL PROGRAM. Scranton will hire three .14 FTE reading teachers for 7th and 8th grade reading class (Holly Jones, Julia Martin, and Whitney Brown) and a .14 supplementary/intervention literacy teacher(Lisa Martin). Action Type: Equity Action Type: Title I Schoolwide
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
Teachers Title Teachers
Title I Employee Benefits:
$5765.39
Title I Employee $21392.00 Salaries:
ACTION $27157.39 BUDGET:
TITLE I FUNDS ARE USED TO SUPPORT Dr. James THE REGULAR EDUCATIONAL Bridges PROGRAM. A Title I teacher (Jamie Siebenmorgen) will be employed (FTE.50) to do interventions to increase student achievement. Action Type: Technology Inclusion Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
Teachers
Title I Employee $20850.00 Salaries: Title I Employee Benefits:
$5864.03
Title I Materials & Supplies:
$397.72
ACTION $27111.75 BUDGET: TITLE I FUNDS ARE USED TO SUPPORT Dr. James THE REGULAR EDUCATIONAL Bridges PROGRAM. Scranton High School will provide after school tutoring three days a week and morning tutoring two days a week @$35 per hour by licensed teachers. Action Type: Equity Action Type: Title I Schoolwide NSLA monies will be used to purchase My Access, books, Discovery streaming,supplies, and Book Rags subscription to assist literacy teachers in improving test scores.
Start: 07/01/2014 End: 06/30/2015
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Teachers
Title I Employee Benefits:
$1523.00
Title I Employee Salaries:
$7035.00
ACTION BUDGET: Teachers Teaching Aids
NSLA (State 281) $1895.00 Materials & Supplies: ACTION BUDGET:
Total Budget: Priority 2:
$8558
$1895 $78949.61
Math Problem Solving and Procedures Scores 1. 7TH GRADE BENCHMARK 2013Number and Percent of Students Scoring Proficient or Advanced: 32 Students: 83% of Combined Students 1 Student: 100% of AfricanAmerican Students 18 Students: 83% of Economically Disadvantaged Students 1 Student: 0& Students with Disabilities The lowest identified areas for the combined population were: Open Response algebra and data analysis. The lowest identified areas for Caucasian were: Open Response algebra and data analysis; and data analysis and probability multiple choice. The lowest identified areas for Economically Disadvantaged students were: Open Response numbers and operations and data analysis/probability; and geometry and data analysis multiple choice. 2. 7TH GRADE BENCHMARK 2014Number and Percent of Students Scoring Proficient or Advanced: 34 Students: 85% of Combined Students 25 Students: 78% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response algebra and data analysis. The lowest identified areas for Caucasian were: Open Response algebra and data analysis; and geometry multiple choice. The lowest identified areas for Economically Disadvantaged students were: Open Response geometry, algebra, and data analysis; and geometry and data analysis multiple choice. 3. 7TH GRADE BENCHMARK 2012Number and Percent of Students Scoring Proficient or Advanced: 38 Students: 77% of Combined Students 37 Students: 78% of Caucasian Students
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
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Supporting Data:
ACSIP
5 Students: 40% of Students with Disabilities 16 Students: 73% of Economically Disadvantaged Students The lowest identified areas for the combined population and targeted were: Open Response geometry(severe) and all others except measurement. 4. 8TH GRADE BENCHMARK 2013Number and Percent of Students Scoring Proficient or Advanced: 35 Students: 63% of Combined Students 16 Students: 69% of Economically Disadvantaged Students 3 Students: 0% of Students with Disabilities The lowest identified areas for the combined population were: Open Response numbers and operations and multiple choice numbers and operations. The lowest identified areas for Caucasian students were: Open Response numbers and operations; and measurement multiple choice. The lowest identified areas for Students with Disabilities were: All areas. The lowest identified areas for Economically Disadvantaged students were: Multiple choice and Open Response in numbers and operations. 5. 8TH GRADE BENCHMARK 2014Number and Percent of Students Scoring Proficient or Advanced: 26 Students: 81% of Combined Students 21 Students: 76% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for African Americans were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for Caucasian were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for Economically Disadvantaged students were: Open Response geometry, algebra, and data analysis; and geometry multiple choice. The lowest identified areas for LEP students were: Open Response geometry, algebra, and data analysis; and geometry multiple choice 6. 8TH GRADE BENCHMARK 2012Number and Percent of Students Scoring Proficient or Advanced: 22 Students: 77% of Combined Students 19 Students: 74% of Caucasian Students 15 Students: 80% of Economically Disadvantaged Students 3 Student: 100% of Asian Students The lowest identified areas for the combined population and targeted were: Open Response measurement and algebra; and measurement and data analysis multiple choice. 7. 2013 EOC ALGEBRA Number and Percent of Students Scoring Proficient or Advanced: 32 Students: 72% of Combined Students 16 Students: 74% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for solving equations, language of algebra, and linear and nonlinear equations. The lowest identified areas for Caucasian were: Open Response in data interpretation. The lowest identified areas for Economically Disadvantaged students were: All Open Response areas. The lowest identified areas for Students with Disabilities were: All Open Response areas; Multiple Choice for measurement. 8. 2014 EOC ALGEBRA Number and Percent of Students Scoring Proficient or Advanced: 28 Students:68% of Combined Students 60% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Responsefor data interpretation, linear and nonlinear equations. The lowest identified areas for Caucasian were: Open Response in data interpretation. The lowest identified areas for Economically Disadvantaged students were: All Open Response areas. The lowest identified areas for Students with Disabilities were: All Open Response areas;Multiple Choice for Data Interpretation. 9. 2012 EOC ALGEBRA Number and Percent of Students Scoring Proficient or Advanced: 28 Students: 86% of Combined Students 28 Students: 84% of Caucasian Students 19 Students: 84% of Economically Disadvantaged Students 2 Students: 100% of Asian Students 1 Student: 100% of Students with Disabilities The lowest identified areas for the combined population were: All Open Response. The lowest identified areas for Economically Disadvantaged students were: All Open Response areas. The lowest identified areas for Students with Disabilities were: All Open Response areas. 10. 2013 EOC GEOMETRY Number and Percent of Students Scoring Proficient or Advanced: 28 Students: 75% of Combined Students 14 Students: 80% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for Triangles, Language of Geometry, Measurement, and Coordinate Geometry and Transformations. The lowest identified areas for Students with Disabilities were: All areas, but severe problems in all OpenResponse areas. The lowest identified areas for Caucasian were: Open Response for Triangles, Language of Geometry, Measurement, and Coordinate Geometry and Transformations. The lowest identified areas for Economically Disadvantaged students were: Open Response for Triangles, Language of Geometry, Measurement, and Coordinate Geometry and Transformations. 11. 2014 EOC GEOMETRY Number and Percent of Students Scoring Proficient or Advanced: 31 Students: 68% of Combined Students 27 Students: 63% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for Triangles, Language of Geometry, and Relationships/Dimensions. The lowest identified areas for Economically Disadvantaged students were: Open Response for Triangles and all other openresponse areas. 12. 2012 EOC GEOMETRY Number and Percent of Students Scoring Proficient or Advanced: 28 Students: 86% of Combined Students 23 Students: 86% of Caucasian Students 14 Students: 79% of Economically Disadvantaged Students The lowest identified areas for the combined population were: Open Response for Language of Geometry and Relationships/Dimensions.
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The lowest identified areas for Economically Disadvantaged students were: Open Response for Language of Geometry and Relationships/Dimensions. 13. GRADUATION RATE: The 2014 graduation rate for Scranton is 100%. AMO's were not met in Performance and Growth for All Students but were met in Performance and Growth for TAGG. 14. COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2014 administration of the 7 & 8 grades and Algebra and Geometry for the Benchmark/EOC TESTING We examined the results for both the combined population and EACH subpopulation. In addition, we have examined our Attendance, Disciplinary and Achievement Data over the past three years. We looked at the trend data in order to better identify the areas of need and help align classroom instruction with the curriculum frameworks in literacy and math. We examined our routines, customs, norms and expectations in order to dig deeper for the root cause to determine why more of our students are not achieving to their full potential. Our Supporting Data Statements show the discrepancies in achievement among our various populations. We are modifying our curriculum, instruction, assessment and Professional Development practices to better meet the needs of all our populations. In addition to these efforts, we will meet in teams and as an entire faculty so that we can review formative (realtime) classroom performance data for the purpose of making decisions regarding the direction and focus of our classroom instruction. Our data analysis led us to prioritize these areas: (all groups) OpenResponse in all areas. 15. Goal
Students will show increased achievement in all areas of constructedresponse writing and in multiple choice questions in measurement and algebra.
During the 201415 school year, Scranton High School will meet or exceed the Annual Measurable Outcomes (AMO) for Graduation Rate (2015 AMO 100% and 100% for Targeted Achievement Gap Group), for performance (2015 AMO 85.42% for All Students Population and 82.09% for TAGG),and growth (2015 AMO 79.87% for All Students Population and 76.19% for TAGG. Scranton High School Benchmark will also meet or exceed the AMO's for all subpopulations. For the 201314 year, Scranton High School met the AMO's for graduation rate and Growth for All Student Population but did not meet the AMO for performance in both All Students Population and Targeted Achievement Gap Group in Math and in Growth for TAGG in Math. Intervention: Scranton High School math teachers will ask higher order thinking questions daily to raise growth scores in math. Scientific Based Research: Petti, Wendi. "Math Questions Worth Asking." Education World. N.p., 5 May 2014. Web. 5 Sept. 2014. Actions Math teachers will obtain staff development relating to alternate assessments, especially rubrics. Action Type: Professional Development
Person Responsible
Timeline
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
All math teachers will utilize all Roger Knight available technology to enhance understanding of geometry and algebra. Included in this will be Odyssey software program for Special Education,smart boards for instruction for all students (including special education and GT students), and calculators. Supplies will be purchased for the teachers to aid in math instruction. Action Type: Technology Inclusion
Start: 07/01/2014 End: 06/30/2015
At least once a week, teachers will Mark incorporate constructedresponse Siebenmorgen questions, scored using teachermade rubrics.Weaknesses were noted in the following openresponse areas: triangles, coordinate geometry,language of algebra, solving equations, nonlinear equations, and measurement. Action Type: Collaboration
Start: 07/01/2014 End: 06/30/2015
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources
Source of Funds
Administrative ACTION BUDGET: $ Staff Outside Consultants Teachers
Computers Teaching Aids
Teachers
ACTION BUDGET: $
ACTION BUDGET: $
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Administrative ACTION BUDGET: $ Staff Teachers
EVALUATION PROTOCOL FOR 201415 Mark ACSIP BASELINE DATA Classroom Siebenmorgen, Walkthru or classroom observations principal by the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these mathbased expanded curriculum programs. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
PROGRAM EVALUATION: At the conclusion of the 20132014 school year we evaluated this program. EVALUATION RESULTS: Only 30% of the students in grades 711 taking the Target Assessment Post Test scored better than the pretest. We believe the evidence shows that it is not valuable to us in terms of supporting our efforts to increase student achievement. During the 20142015 school year, we plan to use the following protocol in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program: We will desegregate testing data to evaluate student achievement. We will use the new testing data information from Measured Progress to determine whether the objectives are being achieved and whether the program is successful in attaining student outcomes. We will report the results in our 20142015 ACSIP plan, and use those evaluation results in making decisions that impact our future program. Action Type: Program Evaluation
Mr. Mark Siebenmorgen, high school principal
Start: 07/01/2014 End: 06/30/2015
Performance Assessments Teachers
ACTION BUDGET: $
COMPREHENSIVE NEEDS Mark ASSESSMENT:Scranton High School Siebenmorgen, conducted a three year data trend principal analysis of math achievement using the results from Target Assessments, ITBS, Benchmark exams, and EOC Algebra and Geometry exams. Results for both the All Student Population and the TAGG were examined to identify specific areas of weakness in learning strands. Our data analysis identified the following focus areas for improvement: measurement multiple choice and open response; and all open response (special emphasis on geometry in 7th grade and linear equation in Algebra 1) in all math classes. Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
Performance Assessments Teachers
ACTION BUDGET: $
Scranton Schools will employ a .14 FTE Tools for Learning instructor to improve math scores. Action Type: Equity Action Type: Title I Schoolwide
Start: 07/01/2014 End: 06/30/2015
Lisa Martin
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Title I Employee $1203.31 Benefits: Title I Employee $5558.00 Salaries: 15/19
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ACTION $6761.31 BUDGET: Total Budget:
$6761.31
Intervention: Scranton High School will increase instructional emphasis in problem solving, geometry, data analysis and algebra areas in order to raise math scores. Scientific Based Research: Checkley,Kathy. The Essentials of Mathematics, Grades 7–12: Effective Curriculum, Instruction, and Assessment, ASCD, Alexandria, VA, 2006. Actions All math teachers will include instruction of geometry, algebra, measurement, and data analysis/probability constructed response writing. Action Type: Collaboration
Person Responsible Roger Knight
Timeline Start: 07/01/2014 End: 06/30/2015
Resources Teachers
Source of Funds
ACTION BUDGET: $
EVALUATION PROTOCOL FOR 201314 Mark ACSIP BASELINE DATA Classroom Siebenmorgen, Walkthru or classroom observations principal by the principal or instructional facilitator, grade level meetings, and meetings of committee chairs will document and determine the level of implementation, success, and adjustment of these mathbased expanded curriculum programs. Action Type: Collaboration Action Type: Program Evaluation
Start: 07/01/2014 End: 06/30/2015
Administrative ACTION BUDGET: $ Staff Teachers
TITLE I FUNDS ARE USED TO Mark SUPPORT AND SUPPLEMENT THE Siebenmorgen, REGULAR EDUCATIONAL PROGRAM. principal Scranton will employ a .345 FTE teacher's aide (Barbara Aitken) to staff intervention program. This qualified Title I paraprofessional supports and reinforces the skills and strategies with identified students within the regular classroom. This paraprofessional and the regular classroom teacher work together to ensure that identified students learn skills,strategies and concepts that will enable them to be successful. Transition to High School: Our Middle/Junior High School will continue to provide a variety of opportunities for our students to transition into the high school setting. Such activities will include: Registration, School Wide Tours, Open House prior to the start of the next school year, and Conferences needed to meet IEP and 504 requirements will be scheduled. PROFESSIONAL DEVELOPMENT OPPORTUNITIES FOR BOTH LICENSED AND PARAPROS STAFF WHO SERVE TITLE I STUDENTS areprovided by Scranton High School. Action Type: Title I Target Assistance
Start: 07/01/2014 End: 06/30/2015
Teachers Title Teachers
All math teachers will provide increased instruction concerning number relationships,number systems, and number theory,and measurement;and then assess students for effectiveness. Math
Start: 07/01/2014 End: 06/30/2015
Roger Knight
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Title I Employee $1357.48 Benefits: Title I Employee $6270.02 Salaries: ACTION BUDGET:
Performance Assessments Teachers
$7627.5
ACTION BUDGET: $
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teachers will be given Title 1 monies to purchase supplies needed for improving test scores in these areas. Action Type: Program Evaluation TITLE I FUNDS ARE USED TO SUPPORT THE REGULAR EDUCATIONAL PROGRAM. Scranton will hire a .4375 supplemental/intervention math teacher (Lillie Brewster).
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Title I Employee $6545.92 Salaries: Title I Employee $1417.20 Benefits: ACTION $7963.12 BUDGET:
NSLA monies will be used to purchase Mark supplies for all teachers to enhance Siebenmorgen, learning in order to improve math and principal literacy scores. Action Type: Equity
Start: 07/01/2014 End: 06/30/2015
Teachers Teaching Aids
NSLA (State 281) $8500.00 Materials & Supplies: ACTION BUDGET:
Total Budget:
Priority 3:
Supporting Data:
$8500 $24090.62
The Scranton School District is dedicated to providing a school environment that enhances the knowledge of wellness and the development of lifelong wellness practices. 1. The Scranton High School serves students in grades 712. Total enrollment in 20132014 for the high school was 185;enrollment in those grades for which BMI assessments are required was 53. On the day children were measured, 50 students present were measured.A total of 19 males were screened with 73.7% healthy or underweight and 26.3% at risk or overweight. A total of 31 females were screened with 61.3% healthy or underweight and 38.7% at risk or overweight. 2. The Scranton High School serves students in grades 712. Total enrollment in 20102011 for the high school was 178. On the day children were measured, 176 students were present. Eighth and tenth graders were measured. Findings show 5% of children were in overweight category and 21.7% in obese category.A total of 32 males were screened with 65.6% healthy or underweight and 34.4% overweight or obese. A total of 28 females were screened with 82.1% healthy or underweight and 17.9% overweight or obese. 3. The Scranton High School serves students in grades 712. Total enrollment in 20112012 for the high school was 197; enrollment in those grades for which BMI assessments are required was 57. On the day children were measured, 55 students were present were measured. A total of 28 males were screened with 64.3% healthy or underweight and 35.7% overweight or obese. A total of 27 females were screened with 59.3% healthy or underweight and 40.7% overweight or obese. 4. Overall, BMI classification results for Scranton High School show that approximately 17.5% of all children were in the overweight category and approximately 25.4% of all children measured were identified as obese.
Goal
The Scranton School District will provide assistance to students in making healthy lifestyle choices by enforcing healthy habits to aid in decreasing the average BMI on routine annual screenings.
Benchmark
In the duration of the 20142015 school year, the health and wellness of the students will be enhanced to help decrease the average BMI during routine annual screenings.
Intervention: Prepare students to make healthy lifestyle choices concerning their health and encourage strategies and activities that encourage a nonsedentary lifestyle Scientific Based Research: "NMSA Research Summary: Student Achievement and the Middle School Concept". http://www.nmsa.org/Research/ResearchSummaries/Health/tabid/267/Default.aspx Shenson, D., "The Role of Schools in Preventing Childhood Obesity." President's Council on Physical Fitness and Sports Research Digest. Seriest, No.3. September 2006. Health Affairs, July 1, 2006. Actions
Person Responsible
Timeline
Scranton High School will promote a healthy lifestyle
Mark
Start:
http://acsip.state.ar.us/cgibin/index.cgi?rm=report_acsip_district&username=4204019
Resources
Source of Funds
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consistent with ADE Child Nutrition Unit. Classes are offered that teach students to be health conscious. Each student has the option of some sort of physical activity every day. Action Type: Wellness
Siebenmorgen, 07/01/2014 End: Prinicipal 06/30/2015
EVALUATION PROTOCOL FOR 201415 ACSIP BASELINE DATA Meetings of wellness committee, principal, and nurse will document and determine the level of implementation, success, and adjustment of these programs. Action Type: Program Evaluation Action Type: Wellness
Mr. Mark Siebenmorgen, high school principal
Physical Education and Health curriculum will be aligned with Arkansas Frameworks. Action Type: Wellness
Mark Start: Siebenmorgen, 07/01/2014 principal End: 06/30/2015
Start: 07/01/2014 End: 06/30/2015
Scranton School District will involve parents in physical Mark activity and nutrition education through homework, Siebenmorgen, national school lunch program menus, and parent principal teacher organization meeting presentations and professional development activities. Professional Development will be provided for both teachers and parents and will focus on physical activity and nutrition education, and health risk indicators that compromise students’ ability to perform academically, etc Action Type: Professional Development Action Type: Wellness
Start: 07/01/2014 End: 06/30/2015
PROGRAM EVALUATION: At the conclusion of the Dr. James 20132014 school year we evaluated this Bridges Intervention/Program through BMI results for high school students and determined that each was fairly effective in support of our Curriculum, Instruction, Assessment and Professional Development. We believe the evidence shows that it is valuable in terms of supporting our efforts to increase student achievement. EVALUATION RESULTS: A total of 19 males were screened with 73.7.% healthy or underweight and 26.3% overweight or obese. A total of 31 females were screened with 61.3% healthy or underweight and 38.7% overweight or obese. Based on results from the BMI assessment, we determined that the interventions for females were NOT successful last year.During the 20142015 school year, we plan to use the following protocols in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program BMI results in 8th and 10th grade, and APNA Survey Results in 10th and 12th grades. We will use this data/information to determine whether the objectives of this Intervention/Program were achieved and whether it has been successful in attaining the anticipated participant outcome, objectives. We will report the results, in our 2015 2016 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Action Type: Program Evaluation Action Type: Wellness
Start: 07/01/2014 End: 06/30/2015
Total Budget:
ACTION $ BUDGET:
District ACTION Staff $ BUDGET:
ACTION $ BUDGET:
ACTION $ BUDGET:
District ACTION Staff $ BUDGET:
$0
Planning Team Classification
Name
Position
Committee
Classroom Teacher
Anissa Berg
Special Education Teacher
Math
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Classroom Teacher
Carolyn Rhinehart
Social Studies/English Instructor High School ACSIP Chairperson
Classroom Teacher
Dustin Peters
Basketball/Health
Literacy
Classroom Teacher
Holly Jones
English Instructor
Literacy
Classroom Teacher
James Roby
Basketball/Social Studies
Math
Classroom Teacher
John Blamey
Social Studies Instructor
Literacy
Classroom Teacher
Judy Martin
Consumer Science
Math
Classroom Teacher
Kim Griffin
Math Instructor
Math
Classroom Teacher
Laura Simpson
Art teacher
Literacy
Classroom Teacher
LeCleta Aitken
Music
Math
Classroom Teacher
Lisa Martin
English Instructor
Title I
Classroom Teacher
Lisa Martin
English Instructor
Literacy Chairperson
Classroom Teacher
Paula Siebenmorgen Science Instructor
Math
Classroom Teacher
Roger Knight
Math Instructor
Math Chairperson
Classroom Teacher
Shannon Brents
ALE instructor
Math
Classroom Teacher
Shawna Ratliff
Business Ed.
Literacy
Classroom Teacher
Susan Linker
Agri. Vocational
Math
Classroom Teacher
Whitney Brown
Science Instructor
Math
Community Representative
Tanya White
Community Business Person
Math
DistrictLevel Professional
Dr. James Bridges
Superintendent
Title I
DistrictLevel Professional
Dr. James Bridges
Member
Literacy/Homeless
NonClassroom Professional Staff Geraldyn Spicer
Counselor
Title I
NonClassroom Professional Staff Geraldyn Spicer
Counselor
Literacy
NonClassroom Professional Staff Henrietta Johnston
Member
Wellness
NonClassroom Professional Staff Leigh Vonderheide
Media Specialist/Librarian
Literacy
Parent
Christine Turner
Member
Title I
Parent
Denise Mertin
Member
Wellness
Principal
Gary Rhinehart
Title I Coordinator
Title I
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