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PALESTINE-WHEATLEY SCH. DIST.P.O. Box 790 Palestine, AR 72372Arkansas Comprehensive School Improvement Plan2014-2015The Mission of the Palestine-Wheatley School District is to educate all students by providing a challenging curriculum which will promote higher-level thinking skills in Literacy and Math while developing working skills in technology in order to be proficient in an ever-changing world.Grade Span:Title I: Not ApplicableSchool Improvement:Table of ContentsPriority 1:?Administrative Support????Goal:?Administrative SupportPriority 2:?Administrative Support for Safe and Drug Free Schools????Goal:?To discourage drug and alcohol use by students, to encourage students who use drugs to quit, to help students promote messages against the use of drugs, to help students see the uselessness in fighting, verbal abuse, and assault tendencies, to show students how to deal with negative situations in a positive manner, and to build character qualities in students.Priority 3:?Administrative Support For Wellness????Goal:?The Palestine-Wheatley School District will provide support for students in making Healthy Lifestyle Choices by implementing programs and plans to aid in decreasing the average body mass index (BMI), which is checked annually through student screenings. The district will also strive to increase collaboration among all segments of the school community in support of positive lifestyle choices.Priority 6:?Needs Improvement Focus Status - PWHS????Goal:?To provide administrative support to the Palestine-Wheatley Middle School for restructuring purposes.Priority 7:?Needs Improvement Focus Status - PWMS????Goal:?Collaborate with the School Improvement Specialist assigned to our district by the Arkansas Department of Education, along with other contracted partners, to design and administer a self-assessment that meets the requirements of the flexibility document.Priority 1:To provide administrative support for Federal Programs.Supporting Data:The district-wide combined population Literacy proficiency results for 2011-2013 for grades K-4 was 76.40. The total African American students scoring proficient for these years was 66.67%, Hispanics 100.00%, Caucasians 82.35% , Economically Disadvantaged 80.00%, 36.36% of Students with Disabilities and N/A of LEP students. The district-wide combined population Math proficiency results for 2011-2013 for grades K-4 was 79.40%. The total African American students scoring proficient for the same years was 66.67%, Hispanics 100.00%, Caucasian 77.94%, Economically Disadvantaged 76.47%, 27.27% of Students with Disabilities and N/A LEP students.The district-wide combined population Literacy proficiency results for 2011-2013, grades 5-8 was 63.78%. The total African American students scoring proficient for the same years was 48.65%, Hispanics 50.00%, Caucasians 73.12%, Economically Disadvantaged 67.66%, 3.23% of Students with Disabilities and there were no LEP students. The district-wide combined population Math proficiency results for 2011-2013, grades 5-8 was 61.50%. The total African American students scoring proficient for the same years was 35.14%, Hispanics 100.00%, Caucasians 66.25%, Economically Disadvantaged 60.20%, 12.90% of Students with Disabilities, and N/A LEP students.The district-wide combined population Literacy proficiency results for 2011-2013, grades 9-12 was 71.43%. The total African American students scoring Proficient for the same years was 50.00%, Hispanics 0%, Caucasians 82.14%, Economically Disadvantaged was 70.45% and Students with Disabilities was 0%. The district-wide combined population Math proficiency results for 2011-2013, grades 9-12 was 68.73%. The total African American students scoring proficient for the same years was 59.09%, Hispanics 100.00%, Caucasians 77.46%, Economically Disadvantaged 72.92% and Students with Disabilities was 14.29%, and N/A LEP students.The average composite score for all high school students taking the ACT: 2010-2011: 16.2%, 2011-2012: 18.4%, 2012-2013: 19.4%. The English subtest scores were: 2010-2011: 15.0%, 2011-2012: 17.6%, 2012-2013: 19.4%.?Graduation rates for seniors at Palestine-Wheatley High School are as follows: 2010-90.2%, 2011-86.9%, 2012-78.95%. This is an average of 85.2%. The state's graduation rate information for 2013 was unavailable at the time of submission.The attendance rates for the Palestine/Wheatley School District are as follows: 2011-93.2%, 2012-92.7%, and 2013-94.17%. This is an average of 93.36% which demonstrated a slight increase each year.The drop-out rates for the Palestine/Wheatley School District are as follows: 2010-4.2%, 2011-4.8%, and 2012-2.1%. This is an average 3.7%.1. ACADEMIC NEEDS ASSESSMENT:?Trends from 3 years of data: Across the district our weakness remains to many students still scoring Below Basic on successive Benchmark exams, however we have shown a greater % gain in students scoring Advance on successive Benchmark exams. The implementation (2012) of TLI Pacing Guides and predictive achievement should help this. A review of the three-year trend regarding 7th and 8th grade Math achievement data in the junior high shows a need to improve in the areas of numbers and operations, algebra, and measurement. A review of the three-year trend regarding Algebra achievement data in the high school shows a need to improve non-linear functions and Geometry trends indicate a need to improve open response items. A review of the three-year trend regarding 7th, 8th, and 11th grade Literacy achievement data in the junior high and high school shows the need to improve writing skills across the curriculum and fully implement CCSS to improve literacy achievement. A review of the three-year trend regarding Math achievement data in the junior high shows a decrease in the Below Basic student scores and an increase in the Advanced student scores on successive Benchmark exams. A review of the three-year trend regarding Math and Literacy achievement data in the elementary shows there is limited evidence of a decrease in Below Basic in Math due in part to inconsistent test data (TLI implementation will help this). There has been an increase in the number of students scoring Advanced on the most current Benchmark exam.?3. PALESTINE WHEATLEY SD Instructional Technology Needs Assessment:?Designed from the Net Standards For Teachers Building on the NETS for Students, the ISTE NETS for Teachers (NETS?T) developed these indicators which define the fundamental concepts, knowledge, skills, and attitudes for applying technology in educational settings. Rate yourself as a teacher and your effectiveness in using technology in each of these areas 5-Exemplary; 4-Excellent; 3-Good; 2-Fair; 1-Needs Improvement 40 TEACHER RESPONCES I. TECHNOLOGY OPERATIONS AND CONCEPTS--Teachers demonstrate a sound understanding of technology operations and concepts. The Teachers: A. Demonstrate introductory knowledge, skills, and understanding of concepts related to technology (as described in the ISTE National Education Technology Standards for Students) 5( 15% ) 4( 38% ) 3( 28% ) 2( 1% ) 1 ( 1% ) B. Demonstrate continual growth in technology knowledge and skills to stay abreast of current and emerging technologies. 5( 13% ) 4( 30% ) 3( 38% ) 2( 10% ) 1 ( 10% ) II. PLANNING AND DESIGNING LEARNING ENVIRONMENTS AND EXPERIENCES--Teachers plan and design effective learning environments and experiences supported by technology. Teachers: A. Design developmentally appropriate learning opportunities that apply technology- enhanced instructional strategies to support the diverse needs of learners. 5( 4% ) 4( 25% ) 3( 30% ) 2( 20% ) 1 ( ) B. Apply current research on teaching and learning with technology when planning learning environments and experiences. 5( <1% ) 4( 35% ) 3( 23% ) 2( 20% ) 1 ( 15% ) C. Identify and locate technology resources and evaluate them for accuracy and suitability. 5( <1% ) 4( 30% ) 3( 40% ) 2( 13% ) 1 ( 13% ) D. Plan for the management of technology resources within the context of learning ?activities. 5( 2% ) 4( 38% ) 3( 30% ) 2( 10% ) 1 ( 18% ) E. Plan strategies to manage student learning in a technology-enhanced environment. 5( 10% ) 4( 25% ) 3( 30% ) 2( 25% ) 1 ( 15% ) III. TEACHING, LEARNING, AND THE CURRICULUM--Teachers implement curriculum plans that include methods and strategies for applying technology to maximize student learning. Teachers: A. Facilitate technology-enhanced experiences that address content standards and student technology standards. 5( <1% ) 4( 20% ) 3( 35% ) 2( 25% ) 1 ( 13% ) B. Use technology to support learner-centered strategies that address the diverse needs of students. 5( <1% ) 4( 23% ) 3( 30% ) 2( 28% ) 1 ( 15% ) C. Apply technology to develop students' higher order skills and creativity. 5( <1% ) 4( 30% ) 3( 23% ) 2( 25% ) 1 ( 15% ) D. Manage student-learning activities in a technology-enhanced environment. 5( ) 4( 30% ) 3( 35% ) 2( 13% ) 1 ( 20% ) IV. ASSESSMENT AND EVALUATION--Teachers apply technology to facilitate a variety of effective assessment and evaluation strategies. Teachers: A. Apply technology in assessing student learning of subject matter using a variety of assessment techniques. 5( 1% ) 4( 23% ) 3( 40% ) 2( 23% ) 1 ( 13% ) B. Use technology resources to collect and analyze data, interpret results, and communicate findings to improve instructional practice and maximize student learning. 5( 15% ) 4( 20% ) 3( 23% ) 2( 23% ) 1 ( 13% ) C. Apply multiple methods of evaluation to determine students' appropriate use of technology resources for learning, communication and productivity. 5( <1% ) 4( 28% ) 3( 18% ) 2( 30% ) 1 ( 20% ) COMMENTS: V. PRODUCTIVITY AND PROFESSIONAL PRACTICE--Teachers use technology to enhance their productivity and professional practice. Teachers: A. Use technology resources to engage in ongoing professional development and lifelong learning. 5( 18% ) 4( 8% ) 3( 30% ) 2( 10% ) 1 ( 15% ) B. Continually evaluate and reflect on professional practice to make informed decisions regarding the use of technology in support of student learning. 5( 13% ) 4( 33%) 3( 28% ) 2( 18% ) 1 ( 13% ) C. Apply technology to increase productivity. 5( 18% ) 4( 30% ) 3( 20% ) 2( 10% ) 1 ( 23% ) D. Use technology to communicate and collaborate with peers, parents, and the larger ?community in order to nurture student learning. 5( 18% ) 4( 23% ) 3( 30% ) 2( 10% ) 1 ( 18% ) VI. SOCIAL, ETHICAL, LEGAL, AND HUMAN ISSUES--Teachers understand the social, ethical, legal, and human issues surrounding the use of technology in PK-12 schools and apply those principles in practice. Teachers: A. Model and teach legal and ethical practice related to technology use. 5( 13% ) 4( 28% ) 3( 35% ) 2( 18% ) 1 ( 1% ) B. Apply technology resources to enable and empower learners with diverse ?backgrounds, characteristics, and abilities. 5( <1% ) 4( 25% ) 3( 38%) 2( 20% ) 1 ( 13% ) C. Identify and use technology resources that affirm diversity, promote safe and ?healthy use of technology resources. 5( 1% ) 4( 23% ) 3( 35% ) 2( 20% ) 1 ( 15% ) D. Facilitate equitable access to technology resources for all students. 5( 20% ) 4( 15% ) 3( 23% ) 2( 20% ) 1 ( 20% ) COMMENTS:3. TECHNOLOGY NEEDS ASSESSMENT STATEMENTS:?The Palestine Wheatley School district has approximately 167 computers for student use. The district enrollment is 655. This is approximately 3.9 students per computer. The district has one computer lab in the elementary school, one in the junior high, and one in the high school. These labs are used daily for remediation and enrichment of instruction. The junior high and high school each have one computer/business classroom, which maintain a full schedule of classes each day. The other classrooms have approximately 30 computers each for student use. The elementary school computer lab which is used at least 5 hours per day for remediation and enrichment in literacy and math has computers which are 5+ years old. This is past the five-year replacement plan set forth by the district. Palestine Wheatley School District uses an Instructional Technology Needs Survey based on the NETS Standards for Teachers. The results of this survey follows. This Survey indicates the need for additional technology including Smart Boards (for both teacher and student use), LCS projectors, and Document Cameras to improve instruction in Math and Literacy.4. PROFESSIONAL DEVELOPMENT NEEDS :?According to the SAI survey results PWSD Teachers responded that their Professional Development needs are 1) Common Core State Standards (71%), 2) Technology in the Classroom (48%), 3) Benchmark Strategies (38%) and 4) Parental Involvement (37%). All building leadership teams will continue with CWT training and the implementation of walk-throughs by administrators and facilitators. Professional Learning Communities will be a priority in the district during the coming year. Academic data shows that the entire district staff should target Higher Level questioning and improving the Rigor and Relevance associated with Common Core State Standards district wide. Professional development to support writing and open-response will be implemented along with complete transition into Common Core State Standards and higher level questioning. CWT results continue to reveal that at the throughout the district level HOT and Marzano’s Strategies are an area of concern and detailed CCSS lesson planning is not taking place on a regular basis.GoalAdministrative SupportBenchmarkThe Palestine-Wheatley School District has two schools (PWHS and PWMS) identified by the new ESEAFlexibility as FOCUS schools. Under ESEA requirements we will continue to use current research the Best Practices to reach the Achieving Status under Flexibility. Funds will be made available to provide the necessary support for not only the two Focus Schools, but to the PWES in order to ensure district-wide achievement. PWHS will meet or exceed the necessary AMO for Graduation rate (2013-92.04% for all students and 86.64% for TAGG students) and PWHS and PWMS will meet or exceed the AMO for performance (2013-76.69% for all students and 58.13% for TAGG students.Intervention: Extended use of State and Federal FundsScientific Based Research: Leadership Capacity for Lasting School Improvement by Linda Lambert, 2003, First EditionActionsPerson ResponsibleTimelineResourcesSource of Funds(6)?Title I?funds will provide assistance for homeless students as needs arise throughout the year. The Palestine-Wheatley School District carries a 3% homeless student rate and will set aside 3% of the annual allotment in accordance with the McKinney-Vento Act. (6501-3355)Action Type: EquityJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffACTION BUDGET:$(4) The district will pay the expenses for staff to attend conferences, workshops and trainings, and other relevant professional development. An hourly wage will be paid to any staff member required to attend such events outside of his or her contract time period. All professional development activities shall relate to the following areas: content (K-12); instructional strategies; assessment; advocacy/leadership; systemic change process; standards, frameworks, and curriculum alignment; supervision; mentoring/coaching; educational technology; principles of learning/developmental stages; cognitive research; and building a collaborative learning community. At least six (6) of the sixty (60) hours of required professional development shall be in the area of educational technology. In addition, teachers and administrators must attain two (2) hours on the topic of parental engagement. Up to twelve (12) hours may be selected at the discretion of the employee with the approval of the district in keeping with the identified needs of the student data as defined in ACSIP or the employees' individual professional development plan.(2223221369900000/63000to65000-$29,222.05, 2223221369900000/61110-$5,000.00, 2223221369900000/62210-$310.00, 62260-$73.00, 62310-$700.00)Action Type: AlignmentAction Type: Professional DevelopmentJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffComputersNoneOutside ConsultantsACTION BUDGET:$(7)?Title II-A?funds will be used to provide additional professional development. The district will pay for staff's lodging, registration fees, and traveling expenses necessary for obtaining professional development to help them maintain their highly-qualified status and increase student achievement. This will include training in utilizing interim testing in the areas of mathematics and literacy, Differentiated Instruction, Reading Recovery, Data Analysis, or similar offerings. Funds will also be utilized to provide training for teachers in their specific areas of certification. Funds will be used to pay stipends and/or substitutes. (6756-2210)?Action Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Outside ConsultantsACTION BUDGET:$(8) The district will provide reimbursement for a technology coordinator to attend relevant training.Action Type: Professional DevelopmentJon EstesStart: 07/01/2014End: 06/30/2015Outside ConsultantsACTION BUDGET:$(10) district will purchase computers/lap tops to replace the outdated computers/lap tops in the schools' IMPAC labs, classrooms, etc. as needed. $24,530.00)Action Type: Technology InclusionJon EstesStart: 07/01/2014End: 06/30/2015ComputersACTION BUDGET:$(11)?NSLA?Funds. The district will pay half of the salary for the second counselor on staff. The district has fewer than seven hundred (700) students. Standards require a counselor for every four hundred and fifty (450) students. NSLA funds for this second counselor will be .50 FTE. Providing the additional counselor will allow these individuals to devote more time and attention to the student's achievement records. By analyzing test scores and disaggregating data, the counselors may better address individual needs, thus improving student achievement. Each counselor will also be expected to handle local target testing, which is one method used to improve state testing results on each campus. Counselors will also be able to devote more time to scheduling so that the proper amount of time can be put towards instruction, as well as time for teachers to have grade-level meetings and discuss best practices. (Don Waldrip) (2281-2120)?Action Type: CollaborationJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(12) The district will pay the stipend for a parent facilitator at each of the three (3) schools (Elementary, Middle and High).Action Type: EquityAction Type: Parental EngagementJon EstesStart: 07/01/2014End: 06/30/2015District StaffACTION BUDGET:$((14)?Title II-A?funds will be used to employ a technology coordinator—Adam Kennedy (FTE .50) to work with teachers at all grade levels to improve the use of technology in the classroom instruction. (MS FTE.5) (MS)(6756-2213)?Action Type: AlignmentAction Type: CollaborationAction Type: Technology InclusionJon Estes, Superintendent; Adam KennedyStart: 07/01/2014End: 06/30/2015Administrative StaffCentral OfficeACTION BUDGET:$(35) The Palestine-Wheatley School District has a full-time RN (Sandra Thorne) paid from district funds. Research indicates that when students are healthy, they are more alert and focused, and as a result they learn better. Students come to school with so diverse and complex needs which demand good nursing care. Many of our students require medications for problems such as diabetes, asthma, food and skin allergies, ADD, ADHD, mental disorders and other conditions. A nurse is also needed to facilitate learning by helping to instill good eating habits in the students and to provide them, their parents, and the teachers with necessary information to expedite change. (2281-2130)?Action Type: CollaborationAction Type: EquityJon Estes, Sandra ThorneStart: 07/01/2014End: 06/30/2015District StaffACTION BUDGET:$(18) The Palestine-Wheatley School District will implement a Parent Involvement Policy to increase parent awareness and participation. The policy will include/address the following: 1) Informational Packets, 2) Parent Involvement Meetings, 3) Volunteer Resource Book, 4) School's process for resolving parental concerns (located in the handbook), 5) Seminars to inform parents of high school students about how to be involved in decisions, 6) Statement enabling the formation of PTA/PTO, 7) Provision of a Parent Facilitator to plan activities promoting more meaningful parent involvement, 8) Scheduling of two or more Parent/Teacher Conferences, and 9) Provision of no fewer than 2 hours of professional development for teachers designed to enhance understanding of effective parental involvement strategies, and no fewer than 3 hours of professional development opportunities for administrators designed to enhance the understanding of effective parental strategies and the importance of administrative leadership in setting expectations and creating a climate conductive to parental participation. Training (at least annually) will be provided to all volunteers who assist in any instructional program for parents.?Action Type: AlignmentAction Type: EquityAction Type: Parental EngagementJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffACTION BUDGET:$(31)?Title VI State?will be used to support literacy and math across the curricula utilizing technology tools such as computers. (6784-2230)Action Type: Technology InclusionJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffCentral OfficeDistrict StaffACTION BUDGET:$(19) The Palestine-Wheatley School District will support any staff development needed for the staff to be able to address the students' AIP/IRI's.Action Type: AIP/IRIAction Type: Professional DevelopmentJon EstesStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(20) The Palestine-Wheatley School District will support the following parental engagement activities that reflect the district's parental involvement policy: 1) The Homeless Liaison will assess the needs of the students so that the district can better meet those needs, 2) A parent volunteer list will be made, and some of those volunteers will help to monitor the parent center, 3) Parent training nights will be held, 4) Parent surveys will be utilized to determine the effectiveness of the Parent Involvement Plan, 5) A district-wide Open House will be held at the beginning of the school year in order for parents to meet their child's teachers, find out about materials needed, and become familiar with the campus and classrooms, and 6) Have a Kindergarten Registration and Information Day to help parents and students prepare for the kindergarten experience.Action Type: CollaborationAction Type: Parental EngagementAction Type: Program EvaluationJon EstesStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(17) The Palestine-Wheatley School District will promote effective parental involvement by providing joint collaboration with parents, community stakeholders, teachers, etc. Efforts will be made to ensure that parents and community members are actively engaged in contributing to the development of the school improvement plans (ACSIP) and in providing support for schools to develop policies/programs to improve student achievement. District personnel will also employ parental involvement strategies for public and private preschool programs and conduct annual assessments of the effectiveness of Parental Involvement Programs and the efficient use of academic and non-academic activities. Specific emphasis is placed on strategies that build parental capacity for involvement such as providing assistance to parents in: 1) understanding academic content and how to monitor a child's progress, 2) understanding standards and academic assessments, and 3) providing materials and training to help parents work with their children to improve academic achievement. District personnel will continue to: 1) educate teachers, principals, and other staff in the importance of effective communication and the value and utility of contributions of parents, 2) coordinate and integrate parent involvement programs and activities; 3) ensure that information related to school and parent programs is sent to parents in practical language that they can understand; and 4) provide other reasonable support for parental involvement activities as parents may request.Action Type: AlignmentAction Type: EquityAction Type: Parental EngagementJon EstesStart: 07/01/2014End: 06/30/2015District StaffACTION BUDGET:$(33) The building principals will keep copies of the students' AIP's/IRI's in their offices or in the teachers' classrooms so progress can be monitored and the plans can be adjusted as needed. District personnel will monitor each school's process to ensure that AIP/IRI's are being developed and addressed as needed.Action Type: AIP/IRIAction Type: AlignmentAction Type: CollaborationAction Type: EquityAction Type: Program EvaluationJon Estes, Randolph Cannon, Zenna Smith, Patty HernandezStart: 07/01/2014End: 06/30/2015District StaffACTION BUDGET:$(3) The Palestine-Wheatley School District will implement an Alternative Learning Environment program as an educational opportunity for students who need more one-on-one instruction and/or a more structured learning environment. This program has no more than a 1:8 teacher to student ratio. Monitoring of the ratios through the APSCN scheduling system is the responsibility of the school counselor. The ALE staff on a weekly basis, including the transitional monitoring by the school counselor, conducts monitoring of progress in the ALE Program. The school staff, district social worker and the school counselor provide interventions. ALE teachers, principals, parents or students may request services. Computers are also utilized in the program to provide instruction through the Arkansas Virtual High School as needed and availability allows. Certified staff members follow the same guidelines for curriculum as in the regular classes. Methods are differentiated based on students' needs. The ALE staff and the ALE committee measure success of the program, and transitional success is monitored by the counselor. Placement in the ALE program including length of stay will be determined by an ALE committee minimally composed of: 1) Building Level Administrator, 2) School Counselor, 3) Two classroom teachers (who have had the student in class within the past year), and 4) Parent of the student (invited but not mandatory attendance). The previous ALE Committee will also determine Removal/dismissal from the ALE program.?Action Type: CollaborationAction Type: EquityAction Type: Parental EngagementAction Type: Program EvaluationJon Estes, Randolph Cannon, Jedonne ClarksonStart: 07/01/2014End: 06/30/2015ComputersDistrict StaffACTION BUDGET:$(28) The district will require each certified staff member to maintain a Professional Growth Plan that has been developed in cooperation and collaboration with the employee and/or school district. Each plan will be reviewed and updated at the end of each school year by the principal and teacher.Action Type: EquityAction Type: Professional DevelopmentJon Estes, Randolph Cannon, Zenna Smith, Patty HernandezStart: 07/01/2014End: 06/30/2015Administrative StaffTeachersACTION BUDGET:$(21) The district will use?NSLA?funds ($83,000) to pay the matching funds to support the Pre-K program to the Great Rivers Educational Cooperative. Through matching funds the district will provide a part-time teacher (Lisa Alldredge)--(.20 FTE), housing, meals, transportation, utilities, and supplies to maintain a quality preschool. The district believes that supporting the preschool will ensure that these children enter kindergarten better prepared and will ultimately be ready to enter into elementary school with the ability to perform well. (LA) (2281-1105)?Action Type: CollaborationLisa Alldredge, Director and Jon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffOutside ConsultantsTeachersTeaching AidsACTION BUDGET:$(25) The district will pay a certified Paraprofessional (1.00) to provide assistance to elementary teachers in an effort to improve total classroom function on a daily basis. The Para-pro will assist students needing extra help in the course of their daily work. (Debbie Mathews)(2281-1120)?Action Type: CollaborationDeborah Mathews & LaToya Bryant, Aides, Patty Hernandez, Principal and Elementary TeachersStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(22)?NSLA?funds will be used to provide professional development for ten (10) Teach for America Teachers. (2281-2210)Action Type: Professional DevelopmentJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffOutside ConsultantsTeachersACTION BUDGET:$(1) Provision II District match will be taken from?NSLA?funds. (2281-3100)Action Type: EquityJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(2) The district will pay a stipend for an ACSIP facilitator at each campus (elementary, middle and high school) to conduct meetings with staff members, collect, and organize information for the plan.Action Type: CollaborationAction Type: EquityJon Estes, Superintendent,Start: 07/01/2014End: 06/30/2015Administrative StaffPerformance AssessmentsTeachersACTION BUDGET:$(26) Title VI-Federal Funds (09-10) Palestine-Wheatley will work with the REAP Program (6782) at the USDOE to see if the $24,530.00 expired funds are available. If not the allotment balance will be corrected to the 2010-2011 balance and all of those funds budgeted. The district will draw down Title VI-Federal funds electronically through the G5, SRSA system. The district will provide the USDOE with invoices for approval toward the expired funds through mail service and/or e-mail transmissions. Money was drawn down and will be applied to the $7,072.00 negative in Fund 6782.?Action Type: AlignmentJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffACTION BUDGET:$The district will continue its commitment to continuous improvement regarding classroom instruction and program implementation by designating Title I funds in the amount of $75,000 for materials and supplies. Purchases must be justified and approved by the appropriate school officials.Action Type: EquityJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffACTION BUDGET:$(38)?NSLA?funds will be made available to provide services as an External Provider (Educators Consulting Services) as described in the Flexibility Waiver document. The External Provider will be on campus to work with the principals and staff to improve academic achievement in the Elementary School, Middle School and High School. The External Provider will monitor the implementation of the seven Turnaround Principles: 1) Strong Leadership, 2) Effective Teachers, 3) Redesign School Day/Week/Year, 4) Strengthen Instruction, 5) Collaborative Use of Data, 6) School Environment, and 7) Community Engagement. Other relevant tasks to be provided by External Provider staff include the development of a TIP Plan for both the MS and the HS and support all aspects in each of the Arkansas Standards and Indicators of School Improvement: [I] ACADEMIC PERFORMANCE—a) Curriculum, b) Classroom Evaluation/Assessment, c) Instruction; [II] LEARNING ENVIRONMENT-- a) School Culture, b) Student/Family/Community Structure, c) Professional Growth; and [III] EFFICIENCY -- a) Leadership, b) Organizational Structure, and c) Comprehensive/Effective Planning. Specific task to be provided by the External Provider Staff will include but are not limited to: 1) Helping the principal and staff develop a Professional Learning Community by which data collection and disaggregation, curriculum alignment, and classroom instruction are monitored and corrected to ensure maximum student achievement, 2) Closely monitoring the leadership capacity of both principal and staff, and 3) Providing job embedded professional development in areas determined by CWT and/or teacher needs assessments deemed to be deficient. In order to keep everyone informed of the progress or lack of progress in predetermined areas of concern a daily exit conference will be held with the building principal, a monthly report will be made available to the Superintendent of Schools, and a Quarterly report to the Board of Education will be provided by External Provider Staff. (2281-2210)Action Type: AlignmentAction Type: EquityJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffOutside ConsultantsTeachersACTION BUDGET:$(39)?PD?funds will be used for Professional Development (GRSC). The district will partner with Great Rivers Service Cooperative for ongoing assistance in the area of teacher/administrator growth and development. State PD funds will be designated for both mandated (from state and/or federal sources) and customized (as indicated by local needs assessments) professional growth opportunities. Funds will include stipends @ $25/hour, plus benefits for teachers for non-contract days, teachscape login cost, and materials cost for selected workshops. (6756-2210)Action Type: AlignmentAction Type: EquityAction Type: Professional DevelopmentJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffOutside ConsultantsTeachersACTION BUDGET:$(40) Professional Development (TLI). The district will partner with The Learning Institute of Hot Springs for assistance in the areas of curriculum alignment and interim assessment to monitor student progress at designated times throughout the school year. Title II-A funds in the amount of $19,638 will be allocated for this partnership, which includes $3,840 for training and $15,798 for ongoing technical assistance. (6756-2210)Action Type: AlignmentAction Type: EquityJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffOutside ConsultantsTeachersACTION BUDGET:$(30)?PD?funds will be used for Teach For America. The district will continue its commitment to excellence in classroom instruction through its partnership with Teach For America. State Professional Development funds in the amount of $30,000 will be allocated to provide this service to the students of the district. (2223-2210)Action Type: AlignmentAction Type: EquityAction Type: Professional DevelopmentJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffOutside ConsultantsTeachersACTION BUDGET:$(41) A Combination of?Title I?($16,640) and?NSLA?funds ($55,964) will be used to hire Kristi Wilson as a part-time (.25) FTE Title I Coordinator and part-time District -Wide Curriculum Coordinator (0.75) FTE. (6501-2324) (2281-2212)?Action Type: AlignmentAction Type: CollaborationJon EstesStart: 07/01/2014End: 06/30/2015Administrative StaffACTION BUDGET:$Total Budget:$0Priority 2:To provide administrative support for the Safe and Drug Free Schools program.`Supporting Data:During the school year 2010-2011 a total of 227 incidents were reported in the district of which 82 were disorderly conducts, 26 insubordinations, 3 bullying incidents, 17 truancies, 1 drug incident, 4 alcohol, 8 tobacco incidents, 34 fights and 52 catagorized as other.During the school year 2011-2012 a total of 143 district discipline incidents were reported of which 5 were student assults, 19 were disorderly conducts, 32 insubordinations, 10 bullying incidents, 4 truancies, 11 tobacco incidents, 14 fights, 1 vandalism, 1 knife, and 46 catagorized as other.During the school year 2012-2013 a total of 146 district discipline incidents were reported of which 3 were student assults, 28 were disorderly conducts, 25 insubordinations, 5 bullying incidents, 12 truancies, 1 drug incidents, 11 tobacco incidents, 22 fights, 2 alcohol, 2 vandelism, 35 cagorized as other.The the three year average of discipline incidents showed a marked decrease. The previous three year average was 402 discipline incidents from 2009-2011 as compared to 172 discipline incidents from 2011-2013.GoalTo discourage drug and alcohol use by students, to encourage students who use drugs to quit, to help students promote messages against the use of drugs, to help students see the uselessness in fighting, verbal abuse, and assault tendencies, to show students how to deal with negative situations in a positive manner, and to build character qualities in students.BenchmarkThe Palestine-Wheatley School District will strive to see a decrease in the number of incidents involving drugs, alcohol and school violence each school year.Intervention: Ensure students have a safe environment conducive to learning.Scientific Based Research: Skill Streaming Research by Arnold Goldstein, Syracuse University, February 2004, Conflict Resolution Research produced by Screaming Flea Productions, Inc., February 2003.ActionsPerson ResponsibleTimelineResourcesSource of Funds(3) Curriculum will be aligned with the school's health curriculum.Action Type: AlignmentJon Estes, Zenna Smith, Patty HernandezStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffTeachersTeaching AidsACTION BUDGET:$(2) Counselors, principals, and classroom teachers will meet annually to review the end-of-year progress in disciplinary incidents. APSCN disciplinary report results will be examined and compared to the previous year's report at the end of the year to determine whether the number of incidents decreased.Action Type: Program EvaluationDon Waldrip, Jedonne Clarkson, Randolph Cannon, Patty Hernandez, Zenna SmithStart: 07/01/2014End: 06/30/2015Central OfficeComputersDistrict StaffTeachersACTION BUDGET:$(4) Materials and supplies will be purchased as needed to properly implement the existing curriculum. Materials may include the following: Drug-Free banners and posters, educational activity books discouraging drugs and violence, stickers, bookmarks, pencils, as well as poster paper for the poster makers purchased for each building which will be used to make drug-free and motivational signs in the classrooms and school buildings.Action Type: CollaborationJon Estes, Don Waldrip, Jedonne ClarksonStart: 07/01/2014End: 06/30/2015Administrative StaffDistrict StaffTeaching AidsACTION BUDGET:$(1) Parents will be informed as to what the students are being taught, in order that they may expound on these issues.Action Type: Parental EngagementJon Estes, Randolph Cannon, Zenna Smith, Patty Hernandez, Jedonne Clarkson, Don WaldripStart: 07/01/2014End: 06/30/2015District StaffNoneTeachersACTION BUDGET:$(5) Outside agencies and individuals will be tapped to come into the schools and present information to the students on the dangers and consequences of using drugs. These individuals will not only reinforce the concept of a drug-free lifestyle, but they will also concentrate on the consequences of doing drugs and how this leads to discipline problems amoung students in school. When students are drug-free, district personnel anticipate fewer disciplinary situations in the schools.Action Type: CollaborationRandolph Cannon, Patty Hernandez, Zenna Smith, Don Waldrip, Jedonne ClarksonStart: 07/01/2014End: 06/30/2015Community LeadersDistrict StaffACTION BUDGET:$Total Budget:$0Priority 3:The Palestine-Wheatley School District will strive to implement programs to improve the over-all health and well being of students, staff members, parents, and community membersSupporting Data:BMI 2010-2011 Data: Percent of students at risk of being overweight: District: Males-49.4%, Females-48.0%; Elementary School: Males-53.6%, Females-55.3%; Middle School: Males-53.3%, Females-43.8%; High School: Males-41.2 %, Females-44.8%. This indicates the BMI level for 2010-2011 was just a little higher for males than females.BMI 2011-2012 Data: Percent of students at risk of being overweight: District: Males-49.6%, Females-55.6; Elementary School: Males-45%, Females-50.1%; Middle School: Males-57.1%, Females-56.2%; High School: Males-47.8%; Females-60%. This data indicates the BMI level for 2011-2012 being slightly higher for females.BMI 2012-2013 Data: Percent of students at risk of being overweight: District: Males-45.2%, Females-40.4%; Elementary School: Males-44.5%, Females-42.4%; Middle School: Males-49%, Females-34.8%; High School: Males-41.2%, Females-30.4%. This data indicates the BMI level being slightly higher for males.GoalThe Palestine-Wheatley School District will provide support for students in making Healthy Lifestyle Choices by implementing programs and plans to aid in decreasing the average body mass index (BMI), which is checked annually through student screenings. The district will also strive to increase collaboration among all segments of the school community in support of positive lifestyle choices.BenchmarkBy the end of the 2013-2014 school year, there will be a .5% decrease in the average BMI for students as evaluated by the school health nurses in the annual BMI screenings the Palestine/Wheatley School District.Intervention: Promote a Healthier School CommunityScientific Based Research: Scientific Based Research: Let's Get Physical-Promotion and Education Strategies by Dr. Hal Welcher, ResponsibleTimelineResourcesSource of Funds(2) The Palestine-Wheatley School District has developed the district's wellness policies in collaboration with its nutrition and physical activity committees. Policies have been approved by the district's board of education.?Action Type: CollaborationAction Type: WellnessJon Estes, Sandra ThorneStart: 07/01/2014End: 06/30/2015Administrative StaffACTION BUDGET:$(1) The Palestine-Wheatley School District's Wellness Committee will meet to examine the BMI data at the end of the school year to determine whether the percentage of student population who were categorized as At-Risk for Overweight or Overweight has decreased, and also to check the efficiency of the programs being offered in the schools. If the programs being offered are not proving effective, the committee will discuss changes to be made and make recommendations as needed.?Action Type: AlignmentAction Type: Program EvaluationAction Type: WellnessJon Estes, Sandra ThorneStart: 07/01/2014End: 06/30/2015Administrative StaffCommunity LeadersDistrict StaffTeachersACTION BUDGET:$Total Budget:$0Priority 6:The Palestine-Wheatley School District will make every effort to provide support for the leadership team of Palestine-Wheatley High School as they implement the necessary steps to address the status of Needs Improvement - FOCUS.Supporting Data:Benchmark-6th Grade Literacy Exam 2011-Number and Percent of Students Scoring Proficient or Advanced: 30 Students, 46% of Combined Students; 2 Students, 15% of African American Students; 1 Student, 33% of Hispanic Students; 27 Students, 55% of Caucasian Students; 29 Students, 50% of Economically Disadvantaged Students; N/A% of LEP Students; 2 Students, 22% of Students with Disabilities. 2012-Number and Percent of Students Scoring Proficient or Advanced: 31 Students, 60% of Combined Students; 3 Students, 50% of African American Students; N/A% of Hispanic Students; 28 Students, 47% of Caucasian Students; 31 Students, 60% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2013-Number and Percent of Students Scoring Proficient or Advanced: 26 Students, 59% of Combined Students; 5 Students, 45% of African American Students; 1 Student, 100% of Hispanic Students; 20 Students, 63% of Caucasian Students; 30 Students, 68% of Economically Disadvantaged Students; N/A% of LEP Students; 2 Students, 25% of Students with Disabilities. The lowest identified areas for the combined population were: Writing Multiple Choice and Writing Style.Benchmark-7th Grade Literacy Exam 2011-Number and Percent of Students Scoring Proficient or Advanced: 25 Students, 52% of Combined Students; 4 Students, 44% of African American Students; N/A% of Hispanic Students; 20 Students, 54% of Caucasian Students; 24 Students, 52% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2012-Number and Percent of Students Scoring Proficient or Advanced: 43 Students, 64% of Combined Students; 1 Student, 10% of African American Students; 2 Students, 66% of Hispanic Students; 40 Students, 76% of Caucasian Students; 43 Students, 64% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2013-Number and Percent of Students Scoring Proficient or Advanced: 35 Students, 62% of Combined Students; 4 Students, 40% of African American Students; N/A% of Hispanic Students; 31 Students, 68% of Caucasian Students; 33 Students, 58% of Economically Disadvantaged Students; N/A% of LEP Students; 1 Student, 14% of Students with Disabilities. The lowest identified areas for the combined population were: Reading Content and Writing Multiple Choice.Benchmark-8th Grade Literacy Exam 2011-Number and Percent of Students Scoring Proficient or Advanced: 37 Students, 62% of Combined Students; 5 Students, 56% of African American Students; 1 Student, 100% of Hispanic Students; 27 Students, 62% of Caucasian Students; 29 Students, 50% of Economically Disadvantaged Students; N/A% of LEP Students; 2 Students, 22% of Students with Disabilities. 2012-Number and Percent of Students Scoring Proficient or Advanced: 44 students, 74% of Combined Students; 7 Students, 70% of African American Students; N/A% of Hispanic Students; 26 Students, 81% of Caucasian Students; 34 Students, 74% of Economically Disadvantaged Students; N/A% of LEP Students; 1 Student, 25% of Students with Disabilities. 2013-Number and Percent of Students Scoring Proficient or Advanced: 41 Students, 69% of Combined Students; 3 Students, 30% of African American Students; 1 Student, 50% of Hispanic Students; 37 Students, 79% of Caucasian Students; 35 Students, 59% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. The lowest identified areas for the combined population were: Reading Content, Writing Content and Writing Multiple Choice.The sixth through eighth grades combined population Percentile Rank of Mean Standard Scores for the Iowa Test of Basic Skills represented an average of 40.0 on the Reading portion of the test, 36.0 on the Language portion and 45.7 on the Math portion, and 54 on the Science portion taken by the seventh grade. The lowest identified areas for 6th grade were Literary: Analysis & Generalization Main Ideas; 7th grade were Literary: Punctuation Apostrophe; and 8th grade were Factual Understanding.Benchmark-6th Grade Mathematics Exam 2011-Number and Percent of Students Scoring Proficient or Advanced: 39 Students, 59% of Combined Students; 3 Students, 23% of African American Students; 2 Student, 66% of Hispanic Students; 34 Students, 70% of Caucasian Students; 37 Students, 53% of Economically Disadvantaged Students; N/A% of LEP Students; 2 Students, 22% of Students with Disabilities. 2012-Number and Percent of Students Scoring Proficient or Advanced: 36 Students, 70% of Combined Students; 3 Students, 33% of African American Students; N/A% of Hispanic Students; 33 Students, 78% of Caucasian Students; 36 Students, 70% of Economically Disadvantaged Students; N/A% of LEP Students; 1 Student, 17% of Students with Disabilities. 2013-Number and Percent of Students Scoring Proficient or Advanced: 30 Students, 68% of Combined Students; 6 Students, 54% of African American; 1 Student, 100% of Hispanic Students; 23 Students, 72% of Caucasian Students; 30 Students, 68% of Economically Disadvantaged Students; N/A% of LEP Students; 2 Students, 25% of Students with Disabilities. The lowest identified areas for the combined population were: Numbers & Operations, Measurement, and Geometry.Benchmark-7th Grade Mathematics Exam 2011-Number and Percent of Students Scoring Proficient or Advanced: 35 Students, 73% of Combined Students; 6 Students, 67% of African American Students; N/A% of Hispanic Students ; 28 Students, 76% of Caucasian Students; 34 Students, 72% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2012-Number and Percent of Students Scoring Proficient or Advanced: 38 Students, 56% of Combined Students; 1 Student, 10% of African American Students; 2 Students, 66% of Hispanic Students; 35 Students, 66% of Caucasian Students; 38 Students, 56% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2013-Percent of Students Scoring Proficient or Advanced: 33 Students, 58% of Combined Students; 2 Student, 20% of African American Students; N/A% Hispanic Students; 31 Students, 67% of Caucasian Students; 29 Students, 68% of Economically Disadvantaged Students; N/A% of LEP Students; 1 Student, 14% of Students with Disabilities. The lowest identified area for the combined population were: Numbers & Operations, Algebra, and Measurement.Benchmark-8th Grade Mathematics Exam 2011-Number and Percent of Students Scoring Proficient or Advanced: 26 Students, 44% of Combined Students; 2 Student, 22% of African American Students; 1 Student, 100% of Hispanic Students; 23 Students, 46% of Caucasian Students; 26 Students, 45% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2012-Number and Percent of Students Scoring Proficient or Advanced: 27 Students, 59% of Combined Students; 5 Students, 50% of African American Students; N/A% of Hispanic Students; 21 Students, 66% of Caucasian Students; 27 Students, 59% of Economically Disadvantaged Students; N/A% of LEP Students; N/A% of Students with Disabilities. 2013-Percent of Students Scoring Proficient or Advanced: 35 Students, 59% of Combined Students; 3 Students, 30% of African American Students; 2 Students, 100% of Hispanic Students; 30 Students, 64% of Caucasian Students; 35 Students, 59% of Economically Disadvantaged Students; N/A% LEP Students; 0 Students, 0% of students with Disabilities. The lowest identified area for the combined population were: Algebra, Geometry, and Measurement.The sixth through eighth grades combined population Percentile Rank of Mean Standard Scores for the Iowa Test of Basic Skills represented an average of 40.0 on the Reading portion of the test, 36.0 on the Language portion and 45.7 on the Math portion, and 54 on the Science portion taken by the seventh grade. The lowest identified areas for 6th grade were Literary: Analysis & Generalization Main Ideas; 7th grade were Literary: Punctuation Apostrophe; and 8th grade were Factual Understanding.The Palestine/Wheatley Junior High School attendance data for the 2010-2011 school year was 94.5%, and in 2011-2012 it was 93.0%. The attendance rate for 2012-2013 was 96.7%. The attendance data has reflected a slight drop in student attendance in 2011-2012, but the attendance rate increased again for 2012-2013 by 1.7%. The school's attendance rate is 2.0% higher than the state's 94.7% for the 2012-2013 school year.The Economically Disadvantaged sixth through eighth subpopulation percentage has decreased over the last three years by 8.64% in math. The Caucasian sixth through eighth subpopulation percentage has decreased over the last three years by 8.73% in math.In reviewing the three year data trend, a decrease in Below Basic students has been observed and an increase in students at the Advanced performance level were noted in math. There were noticeable inconsistencies in the three year trend data review but progress in the students' performance was noted.Upon comparing the percent of students proficient/advanced in the Combined Population and the Economic Disadvantage subpopulations in math, there was an increase in the percent of proficient/advanced students in both subpopulations in 2012 but the scores decrease in 2013 with 63.3 percent of students proficient/advanced in Combined population and 61.7 percent of Economic Disadvantage subpopulations. No significant discrepancies in the subpopulations in math or literacy were noted.The 6th grade math trend data indicates an inconsistency of scores in both the Combined population and Economic Disadvantage populations. The 2010 scores demonstrated 60.5 percent of the Combined population of students were proficient/advanced compared to the 2011 scores of 63.8 percent of proficient/advanced students. The 2010 scores demonstrated 55.9 percent of the Economic Disadvantage population of students were proficient/advanced compared to the 2011 scores of 63.9 percent of proficient/advanced students. There is currently no discrepancy of performance between the math Combined population and Economic Disadvantage populations.GoalTo provide administrative support to the Palestine-Wheatley Middle School for restructuring purposes.BenchmarkThe Palestine-Wheatley School district will provide administrative support to the middle school for planning for restructuring by the end of the 2013-2014 school year so that the middle school can meet AMO or Safe Harbor in literacy, math, and science.Intervention: The Palestine-Wheatley High School will build a positive and productive school culture and environment by providing opportunities for professional growth to increase positive interaction among staff, students, family, and the community that will result in better academic performance.Scientific Based Research: "Leading Change in Your School: How to Conquer Myths, Build Commitment, and Get Results" by Douglas B. Reeves (2009).ActionsPerson ResponsibleTimelineResourcesSource of Funds(6) The high school will report quarterly the school improvement plan progress to the superintendent, who in turn will report the progress to the school board.Action Type: AlignmentJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015District StaffACTION BUDGET:$(12) Provide teachers with staff development on high-yielding strategies and how to analyze and effectively use data to increase student achievement as recommended by the Scholastic Audit. Registration fees, hotel, and travel expenses, as well as food cost, will be paid.Action Type: AlignmentAction Type: Professional DevelopmentJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffOutside ConsultantsACTION BUDGET:$(7) A Leadership Team consisting of the principal, counselor, teachers, and staff was formed to meet the guidelines of ADE Smart Accountability in an effort to involve teachers in decision making activities, improve student achievement, and create a more positive school climate.Action Type: CollaborationZenna Smith, Middle School teachers and staffStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(8) Funding will be provided for professional development, inservice training, conferences, workshops, stipends, travel, and meal expenses for staff members to attend training relating to the individual professional development needs of the teachers. Training may include workshops held by the ARA, as well as those offered by the ADE, Great Rivers Co-op, and others that are specific to student achievement as outlined in the Scholastic Audit.Jon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(5) Teachers will incorporate in their lessons the best practice strategies described within "A Handbook for Classroom Instruction that Works" by Robert J. Marzano as suggested in the Scholastic Audit. Principal will conduct classroom walkthroughs to gather evidence of teachers using strategies.Action Type: ADE Scholastic AuditAction Type: AlignmentAction Type: CollaborationAction Type: Professional DevelopmentZenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffTeachersACTION BUDGET:$(9) Staff members will receive 60 hours of staff development in areas such as School Improvement, Discipline, Differentiated Instruction, Technology, Parental Engagement, Smart Core Discipline, Test Data Disaggregation, Math, Literacy, Science, Arkansas History, and other curriculum areas.Action Type: ADE Scholastic AuditAction Type: AlignmentAction Type: Professional DevelopmentJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffOutside ConsultantsACTION BUDGET:$(10) A Scholastic Audit was conducted a year early at the high school. Some of the recommendations from the audit have been planned and already implemented in Year 5. The immediate goals of the audit are being addressed.?Action Type: ADE Scholastic AuditAction Type: AlignmentJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015Outside ConsultantsACTION BUDGET:$(4) Teachers will align their instruction to the Arkansas Curriculum Frameworks to ensure that each student experiences a rigorous curriculum.Zenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffTeachersTeaching AidsACTION BUDGET:$(13) Teachers will continue to implement the best practices of Ruby Payne to better serve our students of poverty. District personnel will also seek quality guest speakers and participate in staff development to address the specific needs of the subpopulation identified for math and literacy.Action Type: AlignmentAction Type: Professional DevelopmentZenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffOutside ConsultantsACTION BUDGET:$(2) The Palestine-Wheatley High School principal was replaced for the 2011-2012 school year.?Action Type: AlignmentJon Estes, SuperintendentStart: 07/01/2014End: 06/30/2015Administrative StaffACTION BUDGET:$(11) Classroom Walk-Throughs (CWT) will be conducted daily to monitor instruction and identify potential areas for staff development.Action Type: AlignmentJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffACTION BUDGET:$(1) Veteran teachers will mentor new and/or beginning teachers as needed to increase opportunities for ultimate success.?Action Type: CollaborationJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015TeachersACTION BUDGET:$Total Budget:$0Intervention: Palestine-Wheatley High School will provide effective instruction based on a rigorous, standard-based, data-driven curriculum aimed at increasing student academic performance.Scientific Based Research: Curriculum 21: Essential Education for a Changing World edited by Heidi Hayes Jacobs, 2010.ActionsPerson ResponsibleTimelineResourcesSource of Funds(12)Content, subpopulations, and secondary indicators will be continually monitored for growth. A math and literacy "Assessment Book" to track grade level, classroom and student growth will be implemented.Action Type: AlignmentAction Type: CollaborationZenna Smith, Don Waldrip, TeachersStart: 07/01/2014End: 06/30/2015TeachersACTION BUDGET:$(9)Teachers will review policies, procedures, and practices that may present barriers to all students' achievement. Building Grade/Subject Level Meetings meetings will be held to analyze test data and secondary indicators to determine school improvement plan. In addition, meetings will be held to improve student achievement, peer review ACSIP, and make necessary changes to ACSIP, AIPs, Pacing Guides, as outlined in ACSIP, Scholactic Audit, and Smart Accountability.Action Type: CollaborationAction Type: EquityZenna Smith, Don Waldrip, TeachersStart: 07/01/2014End: 06/30/2015District StaffOutside ConsultantsTeachersACTION BUDGET:$(5)Master Schedule was reviewed and restructured to better meet the students' needs. The middle school also restructured the internal organization to include departmentalized classes for fifth and sixth. A building at the opposite end of campus is in the process of being remodeled and will house the fifth and sixth graders to separate them from the seventh and eighth and provide more time on-task.?Action Type: AlignmentAction Type: EquityJon EstesStart: 07/01/2014End: 06/30/2015Outside ConsultantsTeachersACTION BUDGET:$(8)Math, literacy, and science AIPs will be posted online.?Action Type: Parental EngagementZenna Smith, TeachersStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$(13)The district will employ a literacy and math intervention teacher to work with students in order to improve academic achievement.?Action Type: AlignmentAction Type: EquityJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015Administrative StaffACTION BUDGET:$(3)The Palestine/ Wheatley High School will use 1003g Grant money ($15-16,000) from 08/09 to engage the services of an outside agency (ECS) to come in to assist the High School on strategies to improve classroom instruction. Principal will do classroom walkthroughs to gather evidence of teachers using the strategies. Math specialists will work with teachers, as well as model lessons for the students.Action Type: EquityAction Type: Professional DevelopmentJon Estes, Zenna SmithStart: 07/01/2014End: 06/30/2015Outside ConsultantsACTION BUDGET:$(2)Master Schedule was re-vised to include Benchmark/Enrichment classes.Action Type: EquityZenna Smith, Don WaldripStart: 07/01/2014End: 06/30/2015District StaffACTION BUDGET:$(14)At least 6 teachers will be hired for supplemental instruction for after school tutoring at two hours per week to remediate students who scored below proficient in the subpopulation groups on the Benchmark examination in order to increase proficiency in math.Action Type: AlignmentJon Estes, Zenna Smith, TeachersStart: 07/01/2014End: 06/30/2015Teaching AidsACTION BUDGET:$(11)Implement a CEI lab for math and literacy remediation. Students qualifying for special education will be scheduled for extra help during the school day in the lab.?Action Type: AlignmentAction Type: EquityAction Type: Special EducationZenna Smith, Tenesha BrownStart: 07/01/2014End: 06/30/2015Outside ConsultantsACTION BUDGET:$(1)The fifth, sixth, seventh, and eighth grades were divided to make smaller class sizes to better accommodate student needs. In addition, the school day was expanded to include 21 additional minutes to address the concerns of the Scholastic Audit.?Action Type: EquityJon Estes, Zenna Smith, Don WaldripStart: 07/01/2014End: 06/30/2015Administrative StaffTeachersACTION BUDGET:$Total Budget:$0Priority 7:The Palestine-Wheatley School District will make every effort to provide support for the leadership team of Palestine-Wheatley Middle School as they implement the necessary steps to address the status of Needs Improvement - FOCUS.Supporting Data:The 6th grade literacy trend data indicates an inconsistency in literacy and math scores in both the Combined population and Economic Disadvantage populations. The 2012 scores demonstrated 60.0 percent of the Combined population of students were proficient/advanced compared to the 2013 scores of 68.0 percent of proficient/advanced students. The 2012 scores demonstrated 60.0 percent of the Economic Disadvantage population of students was proficient/advanced compared to the 2013 scores of 68.0 percent of proficient/advanced students. There is currently no discrepancy of performance between the literacy Combined population and Economic Disadvantage populations.The 6th grade math trend data indicates an inconsistency of scores in both the Combined population and Economic Disadvantage populations. The 2010 scores demonstrated 60.5 percent of the Combined population of students were proficient/advanced compared to the 2011 scores of 63.8 percent of proficient/advanced students. The 2010 scores demonstrated 55.9 percent of the Economic Disadvantage population of students were proficient/advanced compared to the 2011 scores of 63.9 percent of proficient/advanced students. There is currently no discrepancy of performance between the math Combined population and Economic Disadvantage populations.In reviewing the 3rd grade Combined Population trend data, both Combined and Economic Disadvantage subgroups have significant increase in the proficient/advanced percent of students in both literacy and math areas of testing with a drop in 2012. Upon comparing the percent of students proficient/advanced in the Combined Population and the Economic Disadvantage subpopulations in literacy, there was a significant increase in both subpopulations with 2013 scores indicating a 88.0 percent of students were proficient/advanced in literacy. In comparing the percent of students proficient/advanced in the Combined Population and the Economic Disadvantage subpopulations in math, there was a significant increase in both subpopulations with 2013 scores indicating a 91 percent of students were proficient/advanced.The 4th grade literacy scores in the last three years indicated a gradual increase then, in 2013, a slight decrease of the percent of proficient and advanced students. In 2013, the math percent of proficient and advanced students decreased significantly with a 66% compared to 81% in 2012. In comparing the Combined Population to the Economic Disadvantage percent of proficient/advanced students in literacy scores exhibited similar proficient/advanced scores with not significant discrepancy noted. The math scores were as comparable with the Combined Population and Economic Disadvantage student scores with not significant discrepancy noted. The Combined Population and Economic Disadvantage data indicate an increase then a slight decrease in literacy over the past three years. In math, there was an increase from 2011-2012, however, a significant decrease in 2013.GoalCollaborate with the School Improvement Specialist assigned to our district by the Arkansas Department of Education, along with other contracted partners, to design and administer a self-assessment that meets the requirements of the flexibility document.BenchmarkPending initial meeting with SIS.Intervention: Pending initial meeting with SIS.Scientific Based Research:ActionsPerson ResponsibleTimelineResourcesSource of FundsPending initial meeting with SIS.Jon EstesStart: 07/01/2014End: 06/30/2015ACTION BUDGET:$Total Budget:$0? Planning TeamClassificationNamePositionCommitteeClassroom TeacherParentMathClassroom TeacherRebecca LeeTeacherFederal Programs AdvisoryDistrict-Level ProfessionalDebbie LoewerDistrict TreasurerDistrict TreasurerDistrict-Level ProfessionalJon EstesSuperintendentFederal Programs AdvisoryDistrict-Level ProfessionalSandra ThorneDistrict NurseWellnessNon-Classroom Professional StaffBecky BaldwinSpecial education SupervisorLiteracyPrincipalPattyHernandezPrincipalPrincipalRandy CannonHS PrincipalPrincipalPrincipalZennaSmithPrincipal ................
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