School Plan

MCNAIR MIDDLE SCHOOL
3030 E. MISSION BLVD,FAYETTEVILLE, AR 72703

Arkansas Comprehensive School Improvement Plan

2009-2010


McNair Middle School is...

Motivated and
Unified with
Students, staff, parents and community who
Team for
Achievement with
Notable
Goal-oriented growth towards
Success in math and literacy.

Grade Span: 6-7 Title I: Not Applicable School Improvement: A

Table of Contents

Priority 1: Mathematics
    Goal: All students will improve in mathematic skills and responding to constructed response questions with additional attention to Geometry, Data Analysis, Math Computation and the Measurement mathematic strand.
Priority 2: Literacy
    Goal: All students will improve in reading comprehension, spelling, vocabulary and written expression with additional attention to literary reading passages, and the content and style writing domains.
Priority 3: Wellness
    Goal: Students participating in the BMI activity show a need to improve their cardiovascular, muscular strength/endurance, and flexibility activity. McNair equips children with the knowledge and skills they need to lead more healthful lives by choosing nutritious diets and being physically active.
Priority 4: Title III ELL
    Goal: All ELL students will improve in reading comprehension, written expression, and mathematic skills and respond to constructed response questions with proficiency
Priority 1: To improve mathematic skills.
Supporting Data: 
  1.  Mathematics Priority: 6th Grade

2009-# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
  
	  332 Students:        92.17% of Combined Students 
     	  
   
	   17 Students:        76.47% of African American Students 
       
   
	   11 Students:        72.73% of Hispanic Students 
     	  
   
	  286 Students:        93.36% of Caucasian Students 
    	  
   
	   59 Students: 	 79.66% of Econ. Disadvantaged Students

    	
				
	   28 Students:        53.57% of Students with Disabilities 
      
   

Combined: In 2009 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Measurement.  The lowest identified area (s) (based
on the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Number and Operations.

IEP:In 2009 the lowest identified area (s) (based on the trend analysis of
the open response questions) in the five mathematics strands, revealed
weaknesses in Number and operations, Algebra, geometry, and data analysis
and probability.  The lowest identified area (s) (based on the trend
analysis of the multiple choice questions), in the five mathematics
strands, revealed weaknesses in Number Operations and Data analysis and
probability.

LEP: In 2009, the lowest identified area (s) (based on the trend analysis
of the open response questions) in the five mathematics strands, revealed
weaknesses in Measurement.  The lowest identified area (s) (based on the
trend analysis of the multiple choice questions), in the five mathematics
strands, revealed weaknesses in Number and Operations.

Economically Disadvantaged: In 2009 the lowest identified area (s) (based
on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Measurement.  The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in Number
Operations.


Caucasian: In 2009 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Numbers and Operations.	The lowest identified area
(s) (based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Geometry.

Hispanic: In 2009 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Measurement.  The lowest identified area (s) (based
on the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Numbers and Operations.

African-American: In 2009 the lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Numbers and Operations.  The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Measurement and Geometry.
	     


     Mathematics Priority: 6th Grade

2008-# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
  
	  290 Students:        87.9% of Combined Students 
    		  
  
	   12 Students:        83.3% of African American Students 
    	  
  
	   12 Students:        91.7% of Hispanic Students 
    		  
  
	  263 Students:        87.8% of Caucasian Students 
     	  
  
	   50 Students: 	 76% of Econ. Disadvantaged Students 
     
  
				
	   34 Students:        44.1% of Students with Disabilities 
       
  

Combined: In 2008 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Geometry.  The lowest identified area (s) (based on
the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Geometry.

IEP:In 2008 the lowest identified area (s) (based on the trend analysis of
the open response questions) in the five mathematics strands, revealed
weaknesses in Number and operations, Algebra, geometry, and data analysis
and probability.  The lowest identified area (s) (based on the trend
analysis of the multiple choice questions), in the five mathematics
strands, revealed weaknesses in Number Operations and Data analysis and
probability.

LEP: In 2008, less than ten LEP students were tested. However, the lowest
identified area (s) (based on the trend analysis of the open response
questions) in the five mathematics strands, revealed weaknesses in Number
and Operations.  The lowest identified area (s) (based on the trend
analysis of the multiple choice questions), in the five mathematics
strands, revealed weaknesses in Number and Operations.

Economically Disadvantaged: In 2008 the lowest identified area (s) (based
on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Number Operations.	The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in Number
Operations.


Caucasian: In 2008 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Geometry.  The lowest identified area (s) (based on
the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Geometry.

Hispanic: In 2008 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Geometry.  The lowest identified area (s) (based on
the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Geometry.

African-American: In 2008 the lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Geometry.


2007
Combined Population:
Grade 6 Benchmark Exam: In 2007, 284 students were tested and 91.2 %
scored proficient or advanced. In 2006, 316 students were tested and 75.3%
scored proficient or advanced.	In 2007 the lowest identified area (s)
(based on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Geometry.  The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Measurement.

2.  Students with Disabilities (IEP):
Grade 6 Benchmark Exam:  In 2007, 14 students were tested and 57.1% scored
proficient or advanced. In 2006, 41 students were tested and 29.2% scored
proficient or advanced.  The lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry and Measurement. The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Measurement.

3.  Limited English Proficient (LEP):
Grade 6 Benchmark Exam: In 2007 fewer than 10 students were tested in the
LEP population. In 2006, 13 students were tested and 30.7% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Geometry.  The lowest identified area (s) (based on
the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Measurement.

4.  Economically Disadvantaged (SES): 
Grade 6 Benchmark Exam:  In 2007, 47 students were tested and 74.4 %
scored proficient or advanced. In 2006, 68 students were tested and 42.6%
scored proficient or advanced.	The lowest identified area (s) (based on
the trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry. The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.

5.  Caucasian:
Grade 6 Benchmark Exam:  In 2007, 247 students were tested and	92.7 %
scored proficient or advanced. In 2006, 272 students were tested and 78.6%
scored proficient or advanced.	The lowest identified area (s) (based on
the trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.


6.  African-American:
Grade 6 Benchmark Exam: In 2007, fewer than 10 students were tested in the
African-American Population. In 2006, 21 students were tested and 52.3%
scored proficient or advanced. The lowest identified area (s) (based on
the trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry, and Numbers and Operations. The
lowest identified area (s) (based on the trend analysis of the multiple
choice questions), in the five mathematics strands, revealed weaknesses in
Measurement.

7.  Hispanic:
Grade 6 Benchmark Exam: In 2007, 14 students were tested and 71.4 % scored
proficient or advanced. In 2006, 14 students were tested and 28.5% scored
proficient or advanced.  The lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.


Mathematics Priority: 7th Grade

2009-# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
  
	   310 Students:	   85.48% of Combined Students 
    	  
       
	    17 Students:	70.59% of African American Students 
      
    
	    12 Students:	83.33% of Hispanic Students 
    	  
    
	  275 Students:        86.91 of Caucasian Students 
     	  
  
	   62 Students:        70.97% of Econ. Disadvantaged Students 
    
   
			       
	   31 Students:        32.26% of Students with Disabilities 
      
   

Combined: In 2009 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Numbers and operations.	The lowest identified area
(s) (based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Geometry.

IEP:In 2009 the lowest identified area (s) (based on the trend analysis of
the open response questions) in the five mathematics strands, revealed
weaknesses in Numbers and Operations and Algebra.  The lowest identified
area (s) (based on the trend analysis of the multiple choice questions),
in the five mathematics strands, revealed weaknesses in Algebra.

LEP: In 2009 the lowest identified area (s) (based on the trend analysis
of the open response questions) in the five mathematics strands, revealed
weaknesses in Numbers and operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.

Economically Disadvantaged: In 2009 the lowest identified area (s) (based
on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Number operations.	The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Geometry.

African American Students: In 2009 the lowest identified area (s) (based
on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Number Operations.	The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Measurement.

Hispanic: In 2009 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Number Operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.

Caucasian: In 2009 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Number Operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Geometry.

			    


Mathematics Priority: 7th Grade

2008-# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
  
	  288 Students:        93.1% of Combined Students 
    		  
  
	    6 Students:        83.3% of African American Students 
    	  
  
	   11 Students:        63.6% of Hispanic Students 
    		  
  
	  250 Students:        94.4% of Caucasian Students 
     	  
  
	   42 Students:        76.2% of Econ. Disadvantaged Students 
     
  
			       
	   16 Students:        62.5% of Students with Disabilities 
       
  

Combined: In 2008 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Numbers and operations.	The lowest identified area
(s) (based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.

IEP:In 2008 the lowest identified area (s) (based on the trend analysis of
the open response questions) in the five mathematics strands, revealed
weaknesses in Numbers and Operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Measurement.

LEP: In 2008 the lowest identified area (s) (based on the trend analysis
of the open response questions) in the five mathematics strands, revealed
weaknesses in Numbers and operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Numbers and Operations.

Economically Disadvantaged: In 2008 the lowest identified area (s) (based
on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Number operations.	The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in Number
Operations.

African American Students: In 2008 the lowest identified area (s) (based
on the trend analysis of the open response questions) in the five
mathematics strands, revealed weaknesses in Number Operations.	The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in Number
Operations.

Hispanic: In 2008 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Number Operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Number Operations.

Caucasian: In 2008 the lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Number Operations.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Number Operations.






2007
1. Combined Population:
Grade 7 Benchmark Exam: In 2007, 308 students were tested and 84 % scored
proficient or advanced. In 2006, 290 students were tested and 73.1% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Data Analysis and Probability. The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Algebra and Data Analysis and Probability.

2.  Students with Disabilities (IEP):
Grade 7 Benchmark Exam: In 2007, 35 students were tested and 42.8% scored
proficient or advanced. In 2006, 31 students were tested and 22.5% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Algebra and Data Analysis and Probability.  The
lowest identified area (s) (based on the trend analysis of the multiple
choice questions), in the five mathematics strands, revealed weaknesses in
Numbers and Operations.

3.  Limited English Proficient (LEP):
Grade 7 Benchmark Exam: In 2007, fewer than 10 students were tested in the
LEP population. In 2006, 18 students were tested and 61.1% scored
proficient or advanced.  The lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Geometry.  The lowest identified area (s)
(based on the trend analysis of the multiple choice questions), in the
five mathematics strands, revealed weaknesses in Data Analysis and
Probability.

4.  Economically Disadvantaged (SES): 
Grade 7 Benchmark Exam: In 2007, 49 students were tested and 57.1% scored
proficient or advanced. In 2006, 48 students were tested and 50% scored
proficient or advanced.  The lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Algebra and Data Analysis and Probability.
 The lowest identified area (s) (based on the trend analysis of the
multiple choice questions), in the five mathematics strands, revealed
weaknesses in Data Analysis and Probability.

5.  Caucasian:
Grade 7 Benchmark Exam: In 2007, 272 students were tested and 87.1% scored
proficient or advanced. In 2006, 248 students were tested and 75% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Data Analysis and Probability. The lowest
identified area (s) (based on the trend analysis of the multiple choice
questions), in the five mathematics strands, revealed weaknesses in
Algebra.


6.  African-American:
Grade 7 Benchmark Exam: In 2007, 19 students were tested and 63.1% scored
proficient or advanced. In 2006,fewer than 10 students were tested in the
African-American population.  The lowest identified area (s) (based on the
trend analysis of the open response questions) in the five mathematics
strands, revealed weaknesses in Algebra and Data Analysis and Probability.
 The lowest identified area (s) (based on the trend analysis of the
multiple choice questions), in the five mathematics strands, revealed
weaknesses in Algebra.

7.  Hispanic:
Grade 7 Benchmark Exam: In 2007, 10 students were tested and 40% scored
proficient or advanced. In 2006, 13 students were tested and 46.1% scored
proficient or advanced. In 2005, 13 students were tested and 53.8% scored
proficient or advanced. The lowest identified area (s) (based on the trend
analysis of the open response questions) in the five mathematics strands,
revealed weaknesses in Geometry.  The lowest identified area (s) (based on
the trend analysis of the multiple choice questions), in the five
mathematics strands, revealed weaknesses in Algebra.

    


  2. 		     6th Grade	MATH:  


2009
SAT-10: Combined (Total) Population: Total Math, Grade 6: In 2009, 332
were tested and 80.6% had an NPR score of 50, or above. 

SAT-10: IEP Population: Total Math, Grade 6: In 2009, 28 were tested and
40.3% had an NPR score of 50, or above. 

SAT-10: LEP Population: Total Math, Grade 6: In 2009, 11 students were
tested and 65.1% had an NPR score of 50, or above. 

SAT-10: African American Population: Total Math Grade 6: In 2009, 17 were
tested 47.06% had an NPR score of 50 or above. 

SAT-10: Hispanic Population: Total Math Grade 6: In 2009, 11 were tested
54.55% had an NPR score of 50 or above. 

SAT-10: Caucasian Population: Total Math Grade 6: In 2009, 286 were tested
83.22% had an NPR score of 50 or above. 

2008
SAT-10: Combined (Total) Population: Total Math, Grade 6: In 2008, 299
were tested and 81.5% had an NPR score of 50, or above. 

SAT-10: IEP Population: Total Math, Grade 6: In 2008, 30 were tested and
33.3% had an NPR score of 50, or above. 

SAT-10: LEP Population: Total Math, Grade 6: In 2008, less than ten
students were tested. 

SAT-10: African American Population: Total Math Grade 6: In 2008, 14 were
tested 71.4% had an NPR score of 50 or above. 

SAT-10: Hispanic Population: Total Math Grade 6: In 2008, 13 were tested
53.8% had an NPR score of 50 or above. 

SAT-10: Caucasian Population: Total Math Grade 6: In 2008, 267 were tested
83.1% had an NPR score of 50 or above. 

In 2007

Iowa Test of Basic Skills: Combined (Total) Population: Total Math, Grade
6: 
In 2007, 301 students were tested on the ITBS and 84.7% had an NPR score
of 50, or above. In 2006, 326 students were tested and 75.8% had an NPR
score of 50, or above.	An Analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern:  Problems and
Data Interpretation

Iowa Test of Basic Skills:  African American Population: Total Math, Grade
6: 
In 2007,fewer than 10 students were tested in the African American
population. In 2006, 23 students were tested and 43.5% had an NPR score of
50, or above.  An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Problems and Data
Interpretation

Iowa Test of Basic Skills: Hispanic Population: Total Math, Grade 6: 
In 2007, 14 students were tested on the ITBS and 50% had an NPR score of
50, or above. In 2006, 13 students were tested and 53.8% had an NPR score
of 50, or above.  An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Math Concepts

 
Iowa Test of Basic Skills: Caucasian Population: Total Math, Grade 6: 
In 2007, 258 students were tested on the ITBS and 86.8% had an NPR score
of 50, or above. In 2006, 281 students were tested and 79.4% had an NPR
score of 50, or above. An Analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern:  Math
Computation

Iowa Test of Basic Skills: Economically Disadvantaged Population: Total
Math, Grade 6: 
In 2007, 50 students were tested on the ITBS and 62% had an NPR score of
50, or above. In 2006, 74 students were tested and 43.2% had an NPR score
of 50, or above. IN 2005, 48 students were tested and 60.4% had an NPR
score of 50, or above. An Analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern:  Math Concepts


Iowa Test of Basic Skills: Limited English Proficient Population: Total
Math, Grade 6: 
In 2007, 15 students were tested on the ITBS and 60% had an NPR score of
50, or above. In 2006,fewer than 10 students were tested in the LEP
population . IN 2005, 14 students were tested and 42.9% had an NPR score
of 50, or above. An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Math Concepts



Iowa Test of Basic Skills: Students with Disabilities Population: Total
Math, Grade 6: 
In 2007, 17 students were tested on the ITBS and 52.9% had an NPR score of
50, or above. In 2006, 36 students were tested and 19.4% had an NPR score
of 50, or above. IN 2005, 20 students were tested and 25% had an NPR score
of 50, or above. An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Math Computation


	       7th Grade  MATH:  

In 2009:

SAT-10: Combined (Total) Population: Total Math, Grade 7: In 2009,310
students were tested 83.7% had an NPR score of 50, or above. 

SAT-10 :IEP Population: Total Math, Grade 7: In 2009, 31 students were
tested, 34.1% had an NPR score of 50, or above. 

SAT-10 (09): LEP Population: Total Math, Grade 7: In 2009, 6 students were
tested 68.2% had an NPR score of 50, or above. 

SAT-10 (09): African American Population: Total Math, Grade 7: In 2009 17
students were tested, 76.47% had an NPR score of 50, or above.

SAT-10 (09): Hispanic Population: Total Math, Grade 7: In 2009 12 students
were tested, 75% had an NPR score of 50 or above. 

SAT-10 (09): Caucasian Population: Total Math, Grade 7: In 2008 275
students were tested, 83.27% had an NPR score of 50 or above. 

SAT-10 (08): 

In 2008:

SAT-10: Combined (Total) Population: Total Math, Grade 7: In 2008,301
students were tested 88.0% had an NPR score of 50, or above. 

SAT-10 :IEP Population: Total Math, Grade 7: In 2008, 18 students were
tested, 44.4% had an NPR score of 50, or above. 

SAT-10 (08): LEP Population: Total Math, Grade 7: In 2008, 10 students
were tested 60.0% had an NPR score of 50, or above. 

SAT-10 (08): African American Population: Total Math, Grade 7: In 2008 14
students were tested, 71.4% had an NPR score of 50, or above.

SAT-10 (08): Hispanic Population: Total Math, Grade 7: In 2008 13 students
were tested, 53.8% had an NPR score of 50 or above. 

SAT-10 (08): Caucasian Population: Total Math, Grade 7: In 2008 267
students were tested, 83.1% had an NPR score of 50 or above. 

SAT-10 (08): 








In 2007:

Iowa Test of Basic Skills: Combined (Total) Population: Total Math, Grade
7: 
In 2007, 318 students were tested on the ITBS and 78.9% had an NPR score
of 50, or above. In 2006, 301 students were tested and 74.3% had an NPR
score of 50, or above.	An Analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern: Math
Computation 

Iowa Test of Basic Skills:  African American Population: Total Math, Grade
7: 
In 2007, 20 students were tested on the ITBS and 45% had an NPR score of
50, or above. In 2006, fewer than 10 students were tested in the African
American population. An Analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern:  Math
Computation

Iowa Test of Basic Skills: Hispanic Population: Total Math, Grade 7: 
In 2007, fewer than 10 students were tested in the Hispanic population. In
2006, 13 students were tested and 30.8% had an NPR score of 50, or above.
An Analysis of the Content Sub skill and Skill Cluster Performance reveals
the following areas of concern:  Math Concepts, Math Computation

Iowa Test of Basic Skills: Caucasian Population: Total Math, Grade 7: 
In 2007, 281 students were tested on the ITBS and 82.6% had an NPR score
of 50, or above. In 2006, 255 students were tested and 76% had an NPR
score of 50, or above. An Analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern:  Math
Computation

Iowa Test of Basic Skills: Economically Disadvantaged Population: Total
Math, Grade 7: 
In 2007, 50 students were tested on the ITBS and 46% had an NPR score of
50, or above. In 2006, 45 students were tested and 48.9% had an NPR score
of 50, or above.  An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Math Computation

Iowa Test of Basic Skills:Limited English Proficient Population: Total
Math,Grade 7:
In 2007, 13 students were tested on the ITBS and 53.8% had an NPR score of
50, or above.  In 2006 6 students were tested and 16.7% had an NPR score
of 50 or above. An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Math Concepts



Iowa Test of Basic Skills: Students with Disabilities Population: Total
Math, Grade7: 
In 2007, 36 students were tested on the ITBS and 22.2% had an NPR score of
50, or above. In 2006, 28 students were tested and 17.9% had an NPR score
of 50, or above.  An Analysis of the Content Sub skill and Skill Cluster
Performance reveals the following areas of concern:  Math Computation,
Problems and Data Interpretation   
    


  3. Attendance Rate: In 2008-2009 the attendance rate was 95.5%.  In
2007-2008 the attendance rate was 96.9% In 2006-2007 the attendance rate
was 96.3%.  In 2005-2006 the attendance rate was 97.5%.
Goal All students will improve in mathematic skills and responding to constructed response questions with additional attention to Geometry, Data Analysis, Math Computation and the Measurement mathematic strand.
Benchmark The Combined Population and select sub-pops MET the 2008 AYP target of 55.69% scoring Proficient/Advanced. However, the Students with Disabilities sub-pop did not meet the AYP target, with 45% scoring Proficient/Advanced. It is expected that the Combined Population will meet or exceed the 2009 AYP target of 64.55%, and the Students with Disabilties sub-pop will meet AYP through either the "Safe Harbor" or "Growth" models. The Students with Disabilities sub population did not meet the 2008-2009 AMO target of 55.69% proficient or advanced, and the school is on ALERT. It is expected that all sub populations will meet the 2009-2010 AMO target of 64.55% proficient or advanced.
Intervention: Act 83 of 2003. An act to provide teachers with quality professional development that will promote and enhance learning opportunities for students; and for other purposes.
Scientific Based Research: “Assessing Impact: Evaluating Staff Development” Joellen Killion ,2002, www.nsdc.org "Assessing Impact of Professional Development on Teaching and STudents", Seth Aldrich, Ph.D, 2004, www.programevaluation.org
Actions Person Responsible Timeline Resources Source of Funds
All teachers will have the opportunity to participate in the school and district professional development plan. Teachers will use an instrument developed by the district professional development committee to evaluate the effectiveness of the professional development plan, the course offerings and the effectiveness of the knowledge gained. Annually, upon review of the test data, the professional development committee, working under the guidelines of the district professional development plan, will develop a professional development plan for the school and individual teachers based on information obtained through data analysis. All new teachers (first 3 years) and teachers in need of assistance will be assigned a mentor to assist them in reaching their professional development goals and needs. All teachers will have the opportunity to have input on the district and building level professional development plan. The district will provide all teachers and administrators with no less than 60 hours of professional development including 6 hours of technology and 2 hours of parental involvement development (3 hours of Parental Involvement for Administrators) and for those who teach Arkansas History, 2 hours of training in that subject. Teachers will have the opportunity to evaluate the benefit of the professional development activities and provide feedback on needed changes.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
McNair Math Teachers will conduct a Family Math Night. Parents and students will learn about benchmark scores, math curriculum and possible interventions. Parents will play a variety of games with their children to demonstrate ways they can help improve math skills through games at home.
Action Type: Collaboration
Action Type: Parental Engagement
 Sue Gillman Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET: $
Teachers are provided with weekly instructional meeting time in order to plan for the implementation of best practices chosen to help improve student achievement at each student's readiness level. This planning time will be provided during the course of the day. Time will be reserved for vertical and horizontal team meetings quarterly.
Action Type: Collaboration
Action Type: Professional Development
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
ACTION BUDGET: $
Teachers will be provided additional oppotunities for diverse professional development opportunities specific to the student population of McNair Middle School in order to establish a balanced approach to enhanced knowledge and skills needed in the classroom with regard to the teaching of mathematics(deepen teacher knowledge of content and needs of middle school students as well as teaming needs). Supplemental Title II funds will assist in providing this additional support for the specific needs of McNair teachers.
Action Type: Collaboration
Action Type: Professional Development
 Ted Whitehead, assistant principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Outside Consultants
ACTION BUDGET: $
PROGRAM EVALUATION: "At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: Teacher surveys and open discussion forums and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: Based on daily Administrative and teacher learning walks evidence of implementation of professional development was observed.100% of full time certified staff completed classroom learning walks and provided documentation of their observations. During the 2009-2010 school year we plan to use the following protocols of surveys and open discussion forums in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program.We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
 Michelle Hayward;Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Teachers will form Professional Learning Teams (PLT)that focus on student learning and achievement. These collaborative teams will consist of 2 to 9 teachers and will meet for 12 hours (outside of contract time). Teams will choose the product they will create, to share the results of their Learning Team work (presentation or in-service, instructional unit plans, summary of team learning, student achievement results, etc.)
Action Type: Professional Development
 Michelle Hayward;Principal Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Parent Involvement Plan ACT 307, AR State Representative Shirley Walters, 2007.
Scientific Based Research: National PTA Standards, 1998. “A new wave of evidence. The impact of school, family, and community connections on student achievement.” Henderson, A., & Mapp, K. 2002.National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, (http://www.sedl.org/connections/)
Actions Person Responsible Timeline Resources Source of Funds
PARENT FACILITATOR:The building principal will designate one certified staff member to serve as a parent facilitator to organize meaningful training for staff and parents to undertake efforts to ensure that parental participation is recognized as an asset to the school. The district will pay the parent facilitator a stipend for assuming duties as required by ACT 307 of 2007.
Action Type: Parental Engagement
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
The school will have a designated area to be used as the Parent Center. Parenting books, magazines and other informative material regarding responsible parenting will be available for parents to borrow for review in each building. Parent Center materials, may include, but are not limited to, brochures, pamphlets, computers for use on site, or laptops to be checked out will be designated by each building.
Action Type: Parental Engagement
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
Teachers will receive training to enhance understanding of effective parental involvement strategies. The parent coordinator will be allowed a sub for one day at the end of the school year to permit him/her to work with teachers and parents during the school day to finalize plans for the following school year.
Action Type: Parental Engagement
Action Type: Professional Development
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
Administrators will receive training to enhance understanding of effective parent involvement strategies and the importance of setting expectations and creating a climate conducive to parental participation.
Action Type: Parental Engagement
Action Type: Professional Development
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
INFORMATIONAL PACKETS:All parents will receive Informational Packets that include: Parental Involvement Plan, School Calendar, and information encouraging the home and school connection.
Action Type: Parental Engagement
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
PROCESS FOR RESOLVING PARENTAL CONCERNS: All parents will be invited to an Open House Night to welcome parents and students to our school and to share expectations for the school year. The school's process for resolving parental concerns will be discussed at this meeting.
Action Type: Collaboration
Action Type: Parental Engagement
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
Administrators, teachers and parents will develop a volunteer resource book including: a parent interest survey, an option for parents to designate how frequently they would like to participate in the program, and include opportunities for parents to assist from home.
Action Type: Collaboration
Action Type: Parental Engagement
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
VOLUNTEER RESOURCE BOOK:Administrators, teachers and parents will develop a parental involvement plan addressing the diverse needs of the students and their parents to increase the school's ability to provide for the educational success of their children. The plan will be reviewed and updated annually.
Action Type: Collaboration
Action Type: Parental Engagement
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
PARENT TEACHER CONFERENCES:The district will designate two Parent/Teacher Conferences each school year. At the end of the school year, the school will publish a notice in the school newsletter thanking the parents as a group for attending the conferences.
Action Type: Collaboration
Action Type: Parental Engagement
 Carol Huneycutt, parent facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Title Teachers
ACTION BUDGET: $
PARENT INVOLVEMENT MEETINGS:Parent representatives will be invited to attend the ACSIP planning with the ACSIP steering committee to review, assess and revise the ACSIP plan for the following school year by June 1, 2009.
Action Type: Collaboration
Action Type: Parental Engagement
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Watch Dog Dads program will be continued to give fathers of our students an opportunity to work with students and staff.
Action Type: Parental Engagement
Action Type: Title I Schoolwide
 Carol Huneycutt, parent facilitator and Ted Whitehead, assistant principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
ACTION BUDGET: $
An alumni advisory committee will be formed to help evaluate academic progress, the amount of parental participation within the school, and identify barriers that exist that hinder greater participation by parents.
Action Type: Parental Engagement
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: "At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program by analyzing the percentage of our families that were members of the PTO, the parent sign in sheets generated by the teams and administration during conferences and parent evenings and by the communication sent to and received from teachers and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: 94% parent participation in fall parent/teacher conferences, 97% parent participation in spring parent/teacher participation, 86% membership in PTA,75% parent participation at McNair "Round up" (back to school night) and 42% parent participation at team curriculum nights. During the 2009-2010 school year we plan to use the following protocol: Parental surveys, percentage of parental attendance at PTO and P/T conference meetings, in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program.We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
 Michelle Hayward;Principel Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
ACT 397: McNair Middle School acknowledges that parents play an integral role in assisting student learning. To help parents in assisting students, McNair will communicate with parents at least weekly via email and communication folders what students will be learning, how and when they will be assessed and how parents can help. Teams will communicate curriculum and team goals at a curriculum night at the beginning of each school year. Parents will be trained and supplied with educational materials on how to help their child. Parents will be invited to the school and classrooms to observe, participate and inform.
Action Type: Parental Engagement
 Ted Whitehead; Assistant Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Parents will be instructed on how to obtain their student grades on the internet and student generated grade checks will be sent home weekly.
Action Type: Parental Engagement
 Cherie Heimsoth; counselor Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
PTA/PTO: Parents and guardians are all invited to join McNairs PTA/PTO at the beginning of each school year at the schools open house. Further information is sent home in Monday folders to encourage 100% particiapation. PTA meets regularly at the school and teacher representatives are chosen to participate in these meetings and communicate back to the teacher body.
Action Type: Parental Engagement
 Virginia Brandt Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
BOOK CLUB: To promote literacy in the home parents will be invited to a monthly student/teacher/parent book club to read and discuss an early adolescent book chosen by the club.
Action Type: Parental Engagement
 Lori Mizanin; teacher Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Math: The math curriculum will be mapped and aligned.
Scientific Based Research: Mapping the Big Picture: Integrating Curriculum and Assessment, K12. Heidi Hayes Jacobs. ASCD, 1997. Lisa Carter.
Actions Person Responsible Timeline Resources Source of Funds
McNair teachers will communicate with parents about their child's AIP’s for any student that scores below proficient on state-mandated criterion-referenced exams. These students will receive additional remediation according to the AIP.
Action Type: AIP/IRI
Action Type: Parental Engagement
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
The school will conduct an annual summative evaluation of student performance on local, state and national math assessments. This data analysis will be used to identify needed adjustments in math curriculum and instruction.
Action Type: Alignment
 Scott Rainer, Academic Interventionist Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Teachers will use curriculum mapping, including horizontal and vertical alignment, to evaluate effectiveness of current adopted math programs.
Action Type: Alignment
Action Type: Collaboration
 Sandy Weishaar, 7th grade math teacher - Lester Long, district assessment coordinator Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
In collaboration with the district, McNair will develop, implement and continually evaluate and revise the math curriculum in order to meet the needs of all students.
Action Type: Equity
 Sue Gillman, 6th grade math teacher and Katie Oliver 7thj grade math teacher Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
Math and science teachers will collaborate to integrate their curricula for specific instructional units and on-going formative quarterly assessments. Materials, supplies and equipment will be purchased to strengthen the curricular content of both disciplines to promote a hands-on, inquiry-based approach to learning. Emphasis will be placed on activities that require higher-level thinking skills, problem solving, graphing, computation and writing.
Action Type: Alignment
Action Type: Collaboration
 Gail Nebben, 6th grade science teacher Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET: $
All teachers will align math instruction with the state frameworks.
Action Type: Alignment
 Sandy Weishaar, 7th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET: $
McNair core teachers will continue to develop open-response questions and develop appropriate rubrics for student assessment.
Action Type: Alignment
Action Type: Collaboration
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: development of open response questions and common rubrics and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate the this intervention is valid in support of the teaching and learning that are part of this program: 92.17% of our combined population scored proficient or advanced in math for 6th grade and 85.48% for 7th grade. Math curriculums and pacing guides have been aligned across district and teachers are sharing their formative assessments and student progress through vertical and horizontal teaming. During the 2009-2010 school year we plan to use the same protocol in evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention/program. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
Action Type: Program Evaluation
 Michelle Hayward:Principel Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Math teachers will use and generate a "common language" to be utilized by all math teachers at the school.
Action Type: Alignment
Action Type: Collaboration
Action Type: Special Education
 Katie Oliver; 7th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Math: Math performance assessments and Benchmark practice will be implemented.
Scientific Based Research: "Making Standards Work: How to Implement Standards-Based Assessment in the Classroom, School, and District". Douglas B. Reeves. Center for Performance Assessment, 1998 and "Problem Solver" by McGraw Hill Creative Publications, 2004.
Actions Person Responsible Timeline Resources Source of Funds
Individual math teachers will regularly assess student progress in math in a format similar to that found in the benchmark exam.
Courtney Burkett, 6th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Math teachers will develop and administer formative open (constructed) response assessments in each grade level. Results will be analyzed and shared with students, other teachers and parents.
Action Type: Collaboration
Action Type: Parental Engagement
 Katie Oliver, 7th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Counselors will provide students and teachers with appropriate materials and supplies for test taking (calculators, pencils, etc.). Counselors will also provide a curriculum in goal setting, high standards, academic excellence, successful test-taking strategies, etc.
Action Type: Collaboration
Action Type: Parental Engagement
 Stacy Workman, counselor Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
Math and science teachers will collaborate to ensure coordination of instructional objectives.
Action Type: Alignment
Action Type: Collaboration
 Gail Nebben, 6th grade science teacher and Ben Dial, 7th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Students below proficient on summative CRT and NRT will be identified. An AIP committee will be formed to address the specific needs of each student. Teachers will provide remediation during math class, Learning Tools class, and through the math interventionist.
Action Type: AIP/IRI
Action Type: Collaboration
 Cherie Heimsoth, counselor - Sandy Weishaar, 7th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
McNair teachers will collaborate to provide appropriate remedial instruction for students who score below proficient on Benchmark Math Exam. These efforts will supplement the remediation provided to the student's Academic Improvement Plans.
Action Type: AIP/IRI
Action Type: Collaboration
 Scott Rainer, Academic Interventionist Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
McNair math teachers will administer formative district math assessments in both 6th and 7th grade. These assessments will include a pre and post test at the beginning and end of each school year respectively. The results of these assessments will be ,used to determine: 1) areas where curriculum and instruction need to be improved and 2) students who need reteaching and remedial assistance.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Parental Engagement
Action Type: Title I Schoolwide
 Scott Rainer; Academic Interventionist Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: "At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program by analyzing student performance on teacher and district mandated tests as compared to results on the benchmark exam and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate the this intervention is valid in support of the teaching and learning that are part of this program: 92.17% of our combined population scored proficient or advanced in math for 6th grade and 85.48% for 7th grade. After desegregating the data students are also performing well on the open response portion of the test. During the 2009-2010 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 use district mandated tests, quarterly or semsester assessments and teacher tests. We will use this data/information from these to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
Action Type: Program Evaluation
 Michelle Hayward;Principel Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
McNair math teachers will differentiate content to meet the needs of all students. Teachers will incorporate manipulatives and hands-on activities into instuction whenever appropriate.
Action Type: Collaboration
Action Type: Professional Development
 Katie Oliver; 7th grade math teacher Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Advisory System: Teachers will meet with a small group of students to interact on a scheduled basis in order to provide mathematic support, academic guidence, recognition, and to promote good citizenship.
Courtney Burkett Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Total Instructional Alignment: an initiative to align curriculum and delivery of instruction for the district, county, and greater Northwest Arkansas area.
Scientific Based Research: Based on the work of Lisa Carter, Total Instructional Alignment, 2007
Actions Person Responsible Timeline Resources Source of Funds
PROGRAM EVALUATION: PROGRAM EVALUATION: "During the 2009-2010 school year we will evaluate Total Instructional Alignment through:teacher, grade level, and content teams documenting the effectiveness for the TIA documents and providing recommendations for further alignment and pacing. Summative evaluation will occur spring of '10 when teachers conduct a review of the TIA documents and make recommendations for revision to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate the this intervention is valid in support of the teaching and learning that are part of this program: 92.17% of our combined population scored proficient or advanced in math for 6th grade and 85.48% for 7th grade. Math curriculums and pacing guides have been aligned across district and teachers are sharing their formative assessments and student progress through vertical and horizontal teaming. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
Action Type: Alignment
Action Type: Program Evaluation
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
ACTION BUDGET: $
Total Instructional Alignment will be utilized as a capacity building model: TIA documents will be used throughout the district and be reviewed annually. Data can be retrieved as reports and will be analyzed in conjunction with students' achievement data to make ongoing decisions about classroom instruction and professional development. TIA documents will be evaluated and revised based on feedback from teachers. Feedback will be noted as teachers use the document to guide instruction.
Action Type: Alignment
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Teachers will be trained in how to understand and evaluate the three stages of Understanding by Design (UBD). Teachers will use collaborative processes and be able to collaboratively design UBD lessons.
Action Type: Alignment
Action Type: Professional Development
 Lori Mizanin Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Teachers will implement the Z-chart format for articulating lesson objectives. This format will allow for a more streamlined delivery of instruction across the content areas and grade levels and ensure formative and summative assessments using NWAESC target assessments
Action Type: Alignment
Action Type: Collaboration
 Lori Mizanin Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Improved academic and developmental outcomes for all math students in the middle grades.
Scientific Based Research: Based upon the research conducted by Dr. Rick Wormeli, Differentiation: From Planning to Practices, Grade 6 to 12, 2007. In addition to the research presented by the National Forum to Accelerate Middle Grades Reform.
Actions Person Responsible Timeline Resources Source of Funds
PROGRAM EVALUATION: During the 2009-2010 school year we will evaluate the professional development gained through attending the various professional development sessions by: teacher observation, lesson plans, and learning walks to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate the this intervention is valid in support of the teaching and learning that are part of this program: McNair Middle School met AYP in math for 2008-2009 and 92.17% of our combined population scored proficient or advanced in math for 6th grade and 85.48% for 7th grade.100% of certified staff participated in classroom learning walks and implementation of new strategies shared during staff development was observed during administrative learning walks. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
Action Type: Professional Development
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Teachers will meet regularly as a team,grade level, discpline and as a whole school to discuss and share how to best implement new conference strategies and ideas. Teachers and Administrators will also conduct formal and informal walk throughs to observe best practices, strategies and techniques gleamed from these conferences.
Action Type: Collaboration
Action Type: Professional Development
 Ted Whitehead; Assistant Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Response to Intervention: Teachers will be trained in complete implementation of the Response to Intervention Plan to close the achievement gap.Professional development will be given to teach teachers the process of Response to Intervention. Formative and summative data regarding student achievement (Augmented exam, pre/post tests, and quarterly assessments) will be disaggregated to determine which students are at risk of academic failure. Students identified as at-risk will receive small group instruction before and after school in addition to lunch tutoring to move those students into proficiency.
Action Type: Equity
 Michelle Hayward:Principel Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Teachers will recieve professional development on project based learning in Mathematics. Teachers will attend the 2009-10 AAMLE conference in Little Rock, AR to attend professional development sessions on project based learning in Mathematics. In October, the teacher that attended conference will present what they learned to the entire faculty and to offer the professional development to other schools in the district. Teachers will meet regularly as a team,grade level, discpline and as a whole school to discuss and share how to best implement new conference strategies and ideas. Teachers and Administrators will also conduct formal and informal walk throughs to observe best practices, strategies and techniques gleamed from these conferences.
Action Type: Professional Development
 Michelle Hayward:Principel Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2009 administration of the 6th and 7th grade Augmented Benchmark. We examined the results from both the combined population and EACH subpopulation. We conducted data analysis to determine our main areas of weakness. In addition, we studied the three most recent years of Attendance, Disciplinary, Formative and Summative Achievement 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. We examined our routines, customs, and norms in order to dig deeper for the root cause why more of our students are not achieving to their full potential. Our 2009 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. Based on our Data Analysis we came to the conclusion that Special Education reflects our greatest need and is therefore our priority. We will select Interventions and coordinate our various state and federal funding sources to address these areas. IN addition, we meet in our teams (teams are four teacher teams) daily and departmental teams weekly and as an entire faculty monthly so that we can review formative, “real time” classroom performance data for the purpose of making decisions regarding the direction, and focus, of our Classroom Instruction. We chart progress on our “Assessment/Intervention” wall.
Action Type: Special Education
 Michelle Hayward;Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
2009 K-12 Fall Symposium: A leadership team will attend the K-12 Fall Symposium in San Diego. The symposium presented by The International Center for Leadership in Education has a wealth of experience in assisting schools and districts in implementing organizational changes that translate into world-class curriculum, instruction, and assessment systems. The symposium will assist the leadership team in identifying specific learning goals and data-driven decisions to achieve higher levels of student achievement for Literacy and Mathematics at McNair Middle School.
Action Type: Professional Development
 Michelle Hayward;Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Outside Consultants
  • Teachers
Title II-A - Purchased Services: $1485.00
ACTION BUDGET: $1485
Action 14: “We have been notified by the Arkansas Department of Education that our school has been placed on “Alert” because we failed to meet the expected (Literacy or Math) performance level for the (Combined Population or applicable Sub Pop) during the 08/09 school year. We are taking the following measures, during the 09/10 school year, that are designed to make a positive difference in the teaching and learning that occurs in our building: creating target walls to determine students in need of literacy intervention,analyzing data from formative quarterly assessments and 2008/9 Benchmark scores, and collaborating within the language arts department for implementation of best practices
Action Type: Collaboration
 Michelle Hayward Start: 07/30/2009
End: 06/01/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $1485
Priority 2: To improve literacy skills.
Supporting Data:
  1. pre>6th grade Literacy Priority 2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    332 Students: 87.05% of Combined Students
    17 Students: 64.71% of African American Students
    11 Students: 63.64% of Hispanic Students
    286 Students: 88.46% of Caucasian Students
    59 Students: 69.49% of Econ. Disadvantaged Students
    28 Students: 32.14% of Students with Disabilities
    Combined: In 2009, the trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is Content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is Content. IEP: In 2009, the trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is Content. LEP: In 2009, less than ten students were tested. However, The trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area (s) are content and style. SES: In 2009, the trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is content. African American: In 2009, the trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is content. Hispanic:In 2009, the trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is content and style. Caucasian: In 2009, the trend analysis of the open response and multiple-choice questions, in the three types of reading passages, revealed that the lowest identified area is content. The trend analysis of the open response questions in the five writing domains revealed that the lowest identified area is content. 
    6th grade Literacy Priority

2008-# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
  
	  290 Students:        85.5% of Combined Students 
    		  
  
	   12 Students:        91.7% of African American Students 
    	  
  
	   12 Students:        83.3% of Hispanic Students 
    		  
  
	  263 Students:        85.6% of Caucasian Students 
     	  
  
	   50 Students: 	 70% of Econ. Disadvantaged Students 
     
  
			       
	   34 Students:        35.3% of Students with Disabilities 
       
  

Combined: In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is Content. The trend analysis of
the open response questions in the five writing domains revealed that the
lowest identified area is Content. 

IEP: In 2008, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is content. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area is style. 

LEP: In 2008, less than ten students were tested. However, The trend
analysis of the open response and multiple-choice questions, in the three
types of reading passages, revealed that the lowest identified area is
content. The trend analysis of the open response questions in the five
writing domains revealed that the lowest identified area (s) are content
and style. 

SES: In 2008, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is content. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area is content.

African American: In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is content. The trend analysis of
the open response questions in the five writing domains revealed that the
lowest identified area is content.

Hispanic:In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is content. The trend analysis of
the open response questions in the five writing domains revealed that the
lowest identified area is content and style.

Caucasian:  In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is content. The trend analysis of
the open response questions in the five writing domains revealed that the
lowest identified area is content.


In 2007
1.	Combined Population:  
Grade 6 Benchmark Exam:  In 2007, 284 students were tested and 86.6%
scored proficient or advanced. In 2006, 316 students were tested and 78.8%
scored proficient or advanced. 
In 2005, 285 students were tested and 77.8% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.
							 
 2.  Students with Disabilities (IEP):
Grade 6 Benchmark Exam:  In 2007, 14 students were tested and 35.7% scored
proficient or advanced. In 2006, 41 students were tested and 21.9% scored
proficient or advanced. 
In 2005, 31 students were tested and 25.8% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

3. Limited English Proficient (LEP):
Grade 6 Benchmark Exam:  In 2007, 8 students were tested and 37.5% scored
proficient or advanced. In 2006, 13 students were tested and 30.7% scored
proficient or advanced. 
In 2005, 12 students were tested and 58.3% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

4.  Economically Disadvantaged (SES):
Grade 6 Benchmark Exam:  In 2007, 47 students were tested and 72.3% scored
proficient or advanced. In 2006, 68 students were tested and 45.5% scored
proficient or advanced. 
In 2005, 47 students were tested and 59.5% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages.  The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

5.  Caucasian:
Grade 6 Benchmark Exam:  In 2007, 247 students were tested and 89% scored
proficient or advanced. In 2006, 272 students were tested and 83.4% scored
proficient or advanced. 
In 2005, 250 students were tested and  80% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

6.  African-American:
Grade 6 Benchmark Exam:  In 2007, 8 students were tested and 62.5% scored
proficient or advanced. In 2006, 21 students were tested and 42.8% scored
proficient or advanced. 
In 2005, 10 students were tested and 40% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

7.  Hispanic:
Grade 6 Benchmark Exam:  In 2007, 14 students were tested and 50% scored
proficient or advanced. In 2006, 14 students were tested and 35.7% scored
proficient or advanced. 
In 2005, 8 students were tested and 50% scored proficient or advanced. The
trend analysis of the open response and multiple-choice questions, in the
three types of reading passages, revealed that the lowest identified area
(s) are:  Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

7th grade Literacy Priority

2009# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
 
	  310 Students:        84.19% of Combined Students 
     	  
   
		 
	   12 Students:        83.33% of Hispanic Students 
     	  
   
	  275 Students: 	 85.45% of Caucasian Students 
    	  
     
	   62 Students: 	 67.74% of Econ. Disadvantaged Students

    	
			       
	   6 Students:		22.58% of Students with Disabilities 
     


Combined: In 2009, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is content. 

IEP: In 2009, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is practical. The trend analysis of the open
response questions in the five writing domains revealed that the lowest
identified area is style. 
  
LEP: In 2009, there were fewer than ten students in this sub-pop tested. 
However, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is practical. The trend analysis of the open
response questions in the five writing domains revealed that the lowest
identified area is style. 

SES:In 2009, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is Practical. The trend analysis of the open
response questions in the five writing domains revealed that the lowest
identified area is Content.

Caucasian:In 2009, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is Content. The trend analysis of
the open response questions in the five writing domains revealed that the
lowest identified area is content.

Hispanic:In 2009, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is practical.

African American: In 2009 the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is practical. 


7th grade Literacy Priority

2008-# Tested & Percent of Students Scoring Proficient/Advanced: 
    	  
  
	  288 Students:        89.2% of Combined Students 
    		  
  
		 
	   11 Students:        81.8% of Hispanic Students 
    		  
  
	  250 Students: 	 90% of Caucasian Students 
     	  
  
	   42 Students: 	 69% of Econ. Disadvantaged Students 
     
  
			       
	   16 Students: 	 50% of Students with Disabilities 
     

Combined: In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is content. 

IEP: In 2008, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is practical. The trend analysis of the open
response questions in the five writing domains revealed that the lowest
identified area is content. 
  
LEP: In 2008, less than ten LEP students were tested. However, the trend
analysis of the open response and multiple-choice questions, in the three
types of reading passages, revealed that the lowest identified area is
practical. The trend analysis of the open response questions in the five
writing domains revealed that the lowest identified area is content. 

SES:In 2008, the trend analysis of the open response and multiple-choice
questions, in the three types of reading passages, revealed that the
lowest identified area is Practical. The trend analysis of the open
response questions in the five writing domains revealed that the lowest
identified area is Practical.

Caucasian:In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is practical.

Hispanic:In 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is practical.

African American: In 2008, less than ten African American students were
tested. However, in 2008, the trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified area is practical. The trend analysis
of the open response questions in the five writing domains revealed that
the lowest identified area is practical. 

In 2007,     

1.	Combined Population:  
Grade 7 Benchmark Exam:  In 2007, 308 students were tested and 84.7%
scored proficient or advanced. In 2006, 290 students were tested and 73.4%
scored proficient or advanced. 
In 2005, 301 students were tested and 77% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.
							 
 2.  Students with Disabilities (IEP):
Grade 7 Benchmark Exam:  In 2007, 35 students were tested and 34.2% scored
proficient or advanced. In 2006, 31 students were tested and 12.9% scored
proficient or advanced. 
In 2005, 38 students were tested and 18.4% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Practical Passages.  The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

3. Limited English Proficient (LEP):
Grade 7 Benchmark Exam:  In 2007, 6 students were tested and 16.6% scored
proficient or advanced. In 2006, 18 students were tested and 44.4% scored
proficient or advanced. 
In 2005, 9 students were tested and 55.5% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages.   The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

4.  Economically Disadvantaged (SES):
Grade 7 Benchmark Exam:  In 2007, 49 students were tested and 61.2% scored
proficient or advanced. In 2006, 48 students were tested and 47.9% scored
proficient or advanced. 
In 2005, 52 students were tested and 50% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are:  Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

5.  Caucasian:
Grade 7 Benchmark Exam:  In 2007, 272 students were tested and 88.2%
scored proficient or advanced. In 2006, 248 students were tested and 76.2%
scored proficient or advanced. 
In 2005, 262 students were tested and 79% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages.  The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

6.  African-American:
Grade7 Benchmark Exam:	In 2007, 19 students were tested and 52.6% scored
proficient or advanced. In 2006, 8 students were tested and 75% scored
proficient or advanced. 
In 2005, 13 students were tested and 38.4 % scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages. The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

7.  Hispanic:
Grade 7 Benchmark Exam:  In 2007, 10 students were tested and 50% scored
proficient or advanced. In 2006, 13 students were tested and 38.4% scored
proficient or advanced. 
In 2005, 10 students were tested and 60% scored proficient or advanced.
The trend analysis of the open response and multiple-choice questions, in
the three types of reading passages, revealed that the lowest identified
area (s) are: Literary Passages.  The trend analysis of the open response
questions in the five writing domains revealed that the lowest identified
area (s) are:  Content and Style.

  2. 				    
2009 LITERACY:
SAT-10 (09): Combined (Total) Population:  Reading Comprehension, Grade 6:
In 2009, 332 students were tested 71.3% had an NPR score of 50, or above. 

 
SAT-10 (09): IEP Population:  Reading Comprehension, Grade 6: In 2009, 28
students were tested 37.2% had an NPR score of 50, or above.  


SAT-10 (09): LEP Population:  Reading Comprehension, Grade 6: In 2009, 11
students were tested. 27.9% had an NPR score of 50 or above.

SAT-10 (09): African American Population: Reading Comprehension, Grade 6:
In 2009, 17 students were tested 52.94% had an NPR score of 50 or above.

SAT-10 (09): Caucasian Population: Reading Comprehension, Grade 6: In
2009, 286 students were tested, 72.73%% had an NPR score of 50 or above.

SAT-10 (09): Hispanic Population: Reading Comprehension, Grade 6: In 2009,
11 students were tested, 45.45% had an NPR score of 50 or above. 

2008 LITERACY:
SAT-10 (08): Combined (Total) Population:  Reading Comprehension, Grade 6:
In 2008, 299 students were tested 73.2% had an NPR score of 50, or above. 

 
SAT-10 (08): IEP Population:  Reading Comprehension, Grade 6: In 2008,30
students were tested 20% had an NPR score of 50, or above.  


SAT-10 (08): LEP Population:  Reading Comprehension, Grade 6: In 2008,
less than ten students were tested. 

SAT-10 (08): African American Population: Reading Comprehension, Grade 6:
In 2008, 14 students were tested 50% had an NPR score of 50 or above.

SAT-10 (08): Caucasian Population: Reading Comprehension, Grade 6: In
2008, 267 students were tested, 75.3% had an NPR score of 50 or above.

SAT-10 (08): Hispanic Population: Reading Comprehension, Grade 6: In 2008,
13 students were tested, 61.5% had an NPR score of 50 or above. 
  

2007 Literacy:

Iowa Test of Basic Skills: Combined (Total) Population:  Reading
Comprehension, Grade 6: In 2007, 301 students were tested on the ITBS and
80.1% had an NPR score of 50, or above.  In 2006, 324 students were tested
and 75.4% had an NPR score of 50, or above. An analysis of the Content Sub
skill and Skill Cluster Performance reveals the following areas of
concern:  Reading Vocabulary 
	Language, Grade 6: In 2007, 301 students were tested on the ITBS
and 79.4% had an NPR score of 50, or above.  An analysis of the Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: Spelling

Iowa Test of Basic Skills:  African American  Population:  Reading
Comprehension, Grade 6: In 2007, 9 students were tested on the ITBS and
66.7% had an NPR score of 50, or above.  In 2006, 23 students were tested
and 30.4% had an NPR score of 50, or above.  An analysis of the Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern:  Reading Vocabulary
	Language, Grade 6: In 2007, 9 students were tested on the ITBS and
55.6% had an NPR score of 50, or above.  An analysis of the Content Sub
skill and Skill Cluster Performance reveals the following areas of
concern: Capitalization

Iowa Test of Basic Skills:  Hispanic  Population:  Reading Comprehension,
Grade 6: In 2007, 14 students were tested on the ITBS and 28.6% had an NPR
score of 50, or above.	In 2006, 13 students were tested and 23.1% had an
NPR score of 50, or above.  An analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern: Vocabulary
Language, Grade 6: In 2007, 14 students were tested on the ITBS and 42.9%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Punctuation

Iowa Test of Basic Skills:   Caucasian	Population:  Reading
Comprehension, Grade 6: In 2007, 258 students were tested on the ITBS and
82.9% had an NPR score of 50, or above.  In 2006, 281 students were tested
and 81.1% had an NPR score of 50, or above.  An analysis of the Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: Vocabulary
Language, Grade 6: In 2007, 258 students were tested on the ITBS and 82.2%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Spelling

Iowa Test of Basic Skills:   Economically Disadvantaged Population: 
Reading Comprehension, Grade 6: In 2007, 50 students were tested on the
ITBS and 54% had an NPR score of 50, or above.	In 2006, 74 students were
tested and 44.6% had an NPR score of 50, or above.  An analysis of the
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: Vocabulary
Language, Grade 6: In 2007, 50 students were tested on the ITBS and 58%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Punctuation

Iowa Test of Basic Skills: Limited English Proficient Population:  Reading
Comprehension, Grade 6: In 2007, 15 students were tested on the ITBS and
46.7% had an NPR score of 50, or above.  In 2006, 7 students were tested
and 28.6% had an NPR score of 50, or above.  An analysis of the Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: Vocabulary and Reading Comprehension
Language, Grade 6: In 2007, 15 students were tested on the ITBS and 53.3%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern: 
Punctuation

Iowa Test of Basic Skills:  Students with Disabilities Population: 
Reading Comprehension, Grade 6: In 2007, 17 students were tested on the
ITBS and 35.3% had an NPR score of 50, or above.  In 2006, 36 students
were tested and 27.8% had an NPR score of 50, or above. In 2005, 20
students were tested and 20% had an NPR score of 50, or above. An analysis
of the Content Sub skill and Skill Cluster Performance reveals the
following areas of concern: Vocabulary and Reading Comprehension
Language, Grade 6: In 2007, 17 students were tested on the ITBS and 41.2%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Spelling

LITERACY GRADE 7 2008:

SAT-10 (08): Combined (Total) Population:  Reading Comprehension, Grade 7:
In 2008, 301 students were tested, 80.7% had an NPR score of 50, or above.
  


SAT-10 (08): IEP Population:  Reading Comprehension, Grade 7: In 2008, 18
students were tested, 33.3% had an NPR score of 50, or above.  


SAT-10 (08): LEP Population:  Reading Comprehension, Grade 7: In 2008, 10
students were tested, 33.3% had an NPR score of 50, or above. 

SAT-10 (08): African American Population: Reading comprehension, Grade 7:
In 2008, less than 10 students were tested. 

SAT-10 (08): Hispanic Population: Reading Comprehension, Grade 7: In 2008,
13 students were tested, 61.5% had an NPR score of 50 or above. 

SAT-10 (08): Caucasian Population: Reading Comprehension, Grade 7: In
2008, 260 students were tested, 80.4% had an NPR score of 50 or above.	

 


7th Grade LITERACY 2007:
Iowa Test of Basic Skills: Combined (Total) Population:  Reading
Comprehension, Grade 7: In 2007, 318 students were tested on the ITBS and
78.9% had an NPR score of 50, or above.  In 2006, 301 students were tested
and 74.4% had an NPR score of 50, or above.  An analysis of the Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: Reading Comprehension
	Language, Grade 7: In 2007, 318 students were tested on the ITBS
and 73.3% had an NPR score of 50, or above.  An analysis of the Content
Sub skill and Skill Cluster Performance reveals the following areas of
concern: Spelling

Iowa Test of Basic Skills:  African American  Population:  Reading
Comprehension, Grade 7: In 2007, 20 students were tested on the ITBS and
45% had an NPR score of 50, or above.  In 2006, 9 students were tested and
55.6% had an NPR score of 50, or above.  An analysis of the Content Sub
skill and Skill Cluster Performance reveals the following areas of
concern: Reading Comprehension
Language, Grade 7: In 2007, 20 students were tested on the ITBS and 40%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Usage and Expression

Iowa Test of Basic Skills:  Hispanic  Population:  Reading Comprehension,
Grade 7: In 2007, 9 students were tested on the ITBS and 33.3% had an NPR
score of 50, or above.	In 2006, 13 students were tested and 38.5% had an
NPR score of 50, or above.  An analysis of the Content Sub skill and Skill
Cluster Performance reveals the following areas of concern: Vocabulary and
Reading Comprehension
Language, Grade 7: In 2007, 9 students were tested on the ITBS and 44.4%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Capitalization

Iowa Test of Basic Skills:   Caucasian	Population:  Reading
Comprehension, Grade 7: In 2007, 281 students were tested on the ITBS and
82.9% had an NPR score of 50, or above.  In 2006, 255 students were tested
and 76.5% had an NPR score of 50, or above. An analysis of the Content Sub
skill and Skill Cluster Performance reveals the following areas of
concern: Vocabulary
Language, Grade 7: In 2007, 281 students were tested on the ITBS and 76.2%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Spelling

Iowa Test of Basic Skills:   Economically Disadvantaged Population: 
Reading Comprehension, Grade 7: In 2007, 50 students were tested on the
ITBS and 50% had an NPR score of 50, or above.	In 2006, 45 students were
tested and 42.2% had an NPR score of 50, or above. In 2005, 58 students
were tested and 48.3% had an NPR score of 50, or above. An analysis of the
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: Reading Comprehension
Language, Grade 7: In 2007, 50 students were tested on the ITBS and 42%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Spelling and Capitalization

Iowa Test of Basic Skills: Limited English Proficient Population:  Reading
Comprehension, Grade 7: In 2007, 13 students were tested on the ITBS and
53.8% had an NPR score of 50, or above.  In 2006, n/a students were tested
and n/a% had an NPR score of 50, or above. An analysis of the Content Sub
skill and Skill Cluster Performance reveals the following areas of
concern:  Reading Comprehension
Language, Grade 7: In 2007, 13 students were tested on the ITBS and 61.5%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern:
Capitalization

Iowa Test of Basic Skills:  Students with Disabilities Population: 
Reading Comprehension, Grade 7: In 2007, 36 students were tested on the
ITBS and 36.1% had an NPR score of 50, or above.  In 2006, 28 students
were tested and 25% had an NPR score of 50, or above. An analysis of the
Content Sub skill and Skill Cluster Performance reveals the following
areas of concern: Reading Comprehension
Language, Grade 7: In 2007, 36 students were tested on the ITBS and 33.3%
had an NPR score of 50, or above.  An analysis of the Content Sub skill
and Skill Cluster Performance reveals the following areas of concern: 
Spelling
  3. Attendance Rate: In 2008-2009 the attendance rate was 95.5%. In 2007-2008 the attendance rate was 96.9% In 2006-2007 the attendance rate was 96.3%. In 2005-2006 the attendance rate was 97.5%.
Goal All students will improve in reading comprehension, spelling, vocabulary and written expression with additional attention to literary reading passages, and the content and style writing domains.
Benchmark The Combined Population and select sub-pops MET the 2009 AYP target of 59.50% scoring Proficient/Advanced. However, the Students with Disabilities sub-pop did not meet the AYP target, with 36% scoring Proficient/Advanced. It is expected that each of these populations will meet, or exceed, the 2010 AYP Target of 67.60% scoring Proficient/Advanced, or make AYP through either the “Safe Harbor” or “Growth” models. The school is on ALERT status in Literacy for this reason.
Intervention: Literacy: Train teachers school wide to implement and assess research based literacy programs and effective instructional strategies.
Scientific Based Research: 1. Smart Step Literacy Lab Project,2005-2007; 2. Jamestown Reading Series, pub. McGraw Hill, 2005; 3. Soar to Success Series, pub. Education Commission of the States, 1999; 4. Northwest Arkansas Writing Project, University of Arkansas summer institute 2006; 5.Teaching Reading in the Middle. Laura Robb, Scholastic, 2000; 6. Teaching Reading in the Content Areas - Mapping the Big Picture: Integrating Curriculum and Assessment, K12. Heidi Hayes Jacobs. ASCD, 1997. Lisa Carter.
Actions Person Responsible Timeline Resources Source of Funds
The school will maintain a School Publishing Center for publication of students' original writing from across the curriculum. Funds will be used to purchase paper, binding materials, and to cover copy costs with parent volunteers to staff it.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
 Sarah Thompson, media specialist Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • School Library
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Teachers will receive training in using rubrics, performance tasks, and writing prompts.
Action Type: Professional Development
 Vanessa Seward, GT teacher Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET: $
McNair teachers will integrate reading and writing instruction into every content area.
Action Type: Alignment
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • School Library
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
McNair teachers will teach language arts to all students, including ESL and Special Education students, at their appropriate instructional levels.
Action Type: Equity
Action Type: Special Education
 Deanna Metlock, special education designee - Judith Sapsford, ESL teacher Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Teachers
ACTION BUDGET: $
Language Arts teachers will administer and score formative quarterly writing prompts to determine students' progress in meeting state writing standards.
Action Type: AIP/IRI
Action Type: Program Evaluation
 Katy Seifritz, 6th grade language arts teacher Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Teachers will use a variety of performance tasks, technology applications, and writing prompts (all with rubrics) to enable students to assess and revise their own work and demonstrate proficiency in writing.
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
 Wanda Altman, 7th grade language arts teacher Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
McNair will promote school-wide and community-wide literacy by holding reading/writing celebrations, including an annual "Family Reading and Writing Night". Assemblies will be conducted for students to demonstrate and receive recognition for their writing and reading proficiency. Books will be purchased to give to students and parents to promote literacy in the home. There will be an annual Literacy Walk, a "Read Across America" Day and the PTA will sponsor an author's visit. The library will sponsor the Scholastic Book Fair and book talks.
Action Type: Parental Engagement
 Sarah Thompson, media specialist Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Community Leaders
  • School Library
  • Teachers
ACTION BUDGET: $
To improve teachers' skills and strategies in assisting all students to achieve at proficient levels in reading and writing, the McNair staff will form professional learning communities to study about differentiated instruction. Training in "The Differeniated Classroom" will be accomplished.
Action Type: Collaboration
Action Type: Professional Development
 Terry Still, 7th grade geography teacher Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • School Library
  • Teachers
ACTION BUDGET: $
McNair teachers will participate in local, state, and national professional development opportunities in literacy. Possible trainings include but are not limited to: Northwest Arkansas Writing Project Fall and Spring Mini-Conferences, the Open Summer Institute, Understanding by Design, Differentiated Instruction, Soar to Success, Literature Circles, Reading in Content Areas, Literacy Leaders Institute, and ongoing teacher training and research on characteristics and needs of young adolescent readers and writers.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Technology Inclusion
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
In collaboration with the district, McNair will develop, implement, and continually evaluate and revise a standards-based formative language art curriculum in order to meet the needs of all students.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
 Lori Mizanin, 7th grade language arts teacher Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
McNair teachers will align and implement the reading and writing curriculum across content areas, vertically and horizontally, with the Arkansas Content Frameworks and K-12 District Curriculum.
Action Type: Alignment
Action Type: Collaboration
 Lori Mizanin, 7th grade language arts teacher -Wanda Altman, 7th grade language arts teacher Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Language Arts teachers will produce and implement an action plan based on summative data, CRT, and NRT for improved Benchmark scores in literacy to target "bubble kids".
Action Type: Collaboration
 Lori Mizanin Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: quarterly formative assessments, standardized state test scores, parent/student surveys, and CWT data, and determined that it was 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. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. EVALUATION RESULTS demonstrate that this Intervention was effective in support of the teaching and learning that are part of this program: Based on daily Administrative and teacher learning walks, evidence of implementation of research-based, effective, instructional strategies was observed 100% of full time certified staff completed classroom learning walks and provided documentation of their observations. During the 2009-20100 school year we plan to use the following protocols of surveys and open discussion formus in evaluating, and adjusting the programs, processes, and activities that make up the action descriptions within this intervention/program. We will use this data-information to determine whether the objective(s) of this Intervvention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives, We will report the results, in our 2010/2011 ACSIP Plan, and use theose evaluation results in making decisions that impact our future instructional program.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
“We have been notified by the Arkansas Department of Education that our school has been placed on “Alert” because we failed to meet the expected (Literacy or Math) performance level for the (Combined Population or applicable Sub Pop) during the 08/09 school year. We are taking the following measures, during the 09/10 school year, that are designed to make a positive difference in the teaching and learning that occurs in our building: creating target walls to determine students in need of literacy intervention,analyzing data from formative quarterly assessments and 2008/9 Benchmark scores, and collaborating within the language arts department for implementation of best practices.
 Michelle Hayward Start: 07/30/2009
End: 06/01/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Literacy: Establish an intervention program for students who need remediation in the language arts.
Scientific Based Research: Strategies That Work, Harvey, S. & Goudvis, A., February 2000
Actions Person Responsible Timeline Resources Source of Funds
In compliance with ACT 35 AIP Remediation, we will effectively identify AIP students using Normes and will maintain a body of evidence of student progress on the AIP/IRI Interactive Website. Classroom teachers, literacy specialists and counselors will analyze data to determine students needing placement in remedial instruction.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
 Stacy Workman, counselor Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
The effectiveness of McNair's literacy strategies will be continually evaluated by reviewing summative test data from the Benchmark and NRT, classroom prompt results, locally developed formative quarterly assessments and student grades. The literacy team will meet quarterly with the administrative team to review the program's effectiveness.
Action Type: Collaboration
Action Type: Program Evaluation
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
To move toward a literacy lab approach in language arts, the school will purchase a large and varied selection of reading materials and supplies to meet the different instructional levels and needs of McNair students. Books, magazines, videos and cross curricular instructional materials will be purchased to establish a high quality literacy environment in each classroom in the school.
Action Type: Collaboration
Action Type: Professional Development
Action Type: Title I Schoolwide
 Katy Seifritz, 6th grade language arts teacher Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Public Library
  • School Library
  • Teachers
ACTION BUDGET: $
The school will purchase equipment to enhance literacy instruction. This will include items book shelves, listening centers (califphones) and projectors to promote a literacy-rich and reader-friendly environment in the classroom.
Action Type: Collaboration
Action Type: Title I Schoolwide
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Central Office
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Teachers are provided with weekly instructional meeting time in order to plan for the implementation of best practices chosen to help improve student achievement at each student's readiness level. This planning time will be provided during the course of the day. One faculty meeting date a month will be reserved for vertical and horizontal team meetings.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • School Library
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: Benchmark and SAT-10 scores, as well as DRA pre and post testing scores, and determined that it was 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. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP. Evaluation Results: The following evaluation results demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: SAT-10 ('09) combined total population: Reading Comprehension, Grade 6; 332 students tested 71.3% had an NPR of 50, or above. Language Arts curriculums and pacing guides have been aligned across the district and teachers are sharing their formative assessments and student progress through vertical and horizontal teaming. During the 2009-2010 school year we plan to use the same protocol in evaluating and adjusting the programs, processes, and activities that make up the action descriptions within this intervention/program.
Action Type: Program Evaluation
 Michelle Hayward, principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Use Step Up To Writing as a tool for teaching writing. The school will evaluate the extent to which teachers are implementing Step Up To Writing and the affect this instruction is having on improving student writing as measured by the state benchmark exam and locally developed formative quarterly prompts. Teachers will receive ongoing training to implement Step Up to Writing strategies. New teachers will be trained in Step Up to Writing. Selected staff may be provided with opportunities to attend local, state, regional or national professional development for reading and writing training.
Action Type: Collaboration
Action Type: Professional Development
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
Teachers will create "target walls" in order to identify students who are in need of moving up from basic to proficient. These students will be monitored and provided additional instruction in order to ensure their academic progress in these areas.
 Michelle Hayward Start: 07/01/2009
End: 06/30/2010
  • Teachers
ACTION BUDGET: $
COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2009 administration of the 6th and 7th grade Augmented Benchmark. We examined the results from both the combined population and EACH subpopulation. We conducted data analysis to determine our main areas of weakness. In addition, we studied the three most recent years of Attendance, Disciplinary, Formative and Summative Achievement 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. We examined our routines, customs, and norms in order to dig deeper for the root cause why more of our students are not achieving to their full potential. Our 2009 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. Based on our Data Analysis we came to the conclusion that Special Education reflects our greatest need and is therefore our priority. We will select Interventions and coordinate our various state and federal funding sources to address these areas. IN addition, we meet in our teams (teams are four teacher teams) daily and departmental teams weekly and as an entire faculty monthly so that we can review formative, “real time” classroom performance data for the purpose of making decisions regarding the direction, and focus, of our Classroom Instruction. We chart progress on our “Assessment/Intervention” wall.
Michelle Hayward Start: 07/01/2009
End: 06/30/2010
    ACTION BUDGET: $
    Students will benefit from Scholastic's Read 180 program designed to meet the language needs of students who are currently below profiency in reading. This consists of intensive reading curriculum designed to increase students' reading comprehension and writing skills. Assessments include diagnostic tests, learning logs, writing assessments, and computer-based reading tests to measure regular progress. Students are expected to come prepared each day with: a folder or slim binder (portfolio), a notebook (3 hole punched), lined paper, pencils and highlighter. Read 180 is a 90 minute - 2 period class where students perform a variety of reading experiences. The class begins together to introduce the content, and after 20 minutes, teams of students rotate through 3 different classroom areas, each 20 minutes. They work at computers independently, on reading, vocabulary, spelling, reading fluency and comprehension. In the reading area, students are given a choice of books at their reading level or audiobooks at their grade level for sustained silent reading. In small groups, students work with a teacher to increase their reading comprehension using targeted reading skills and practice.
    Action Type: Special Education
    		 Michelle Hayward Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Total Budget: $0
    Intervention: Literacy: Students and teachers will have access to a rich, diverse library media collection and technology that will be integrated into the curriculum through direct and indirect instruction by the library media specialist.
    Scientific Based Research: Information Power: Building Partnerships for Learning;American Association of School Librarians, pub. American Library Association, 1998.
    Actions Person Responsible Timeline Resources Source of Funds
    The media specialist will encourage and provide opportunities for independent and group library research projects that are integrated with classroom instruction and that result in formative written pieces that demonstrate the students' ability to communicate knowledge of content.
    Action Type: Collaboration
    Action Type: Program Evaluation
    		 Sarah Thompson, media specialist Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • Performance Assessments
    • School Library
    • Teachers
    ACTION BUDGET: $
    The media specialist will attend local, state, and national library conferences as appropriate.
    Action Type: Professional Development
    		 Sarah Thompson, media specialist Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    ACTION BUDGET: $
    Using the district selection policy, the McNair media center will provide students and staff with access to a rich collection of diverse and up to date resources such as books, research materials, videos, and learning games.
    Action Type: Collaboration
    Action Type: Equity
    Action Type: Professional Development
    		 Sarah Thompson, media specialist Start: 07/01/2009
    End: 06/30/2010
    • District Staff
    • Teachers
    ACTION BUDGET: $
    Students and staff will use technology to access information for content leaning, to motivate and to develop reading and writing skills, and to publish student work.
    Action Type: Technology Inclusion
    		 Allison Bradley, technology specialist Start: 08/19/2009
    End: 06/30/2010
    • Computers
    • District Staff
    • School Library
    • Teachers
    ACTION BUDGET: $
    The media specialist will purchase and maintain audio visual equipment to support literacy instruction following district purchase procedures.
    Action Type: Technology Inclusion
    		 Sarah Thompson, media specialist Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET: $
    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through compiling circulation data and CWT data, and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate that this intervention is valid in support of the teaching and learning that are part of this program: 328 total class visits, 9,852 student/teacher check-out transactions, 100% classroom participation in Library events including our Poetry Cafe, Author Visits, and Book fairs. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. We also use benchmark data bi-weekly in team meetings. During classroom walk-thrus teachers share information to enhance student success in all areas.
    Action Type: Special Education
    		 Michelle Hayward, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Total Budget: $0
    Intervention: Literacy: Professional development opportunities will be made available to all teachers and staff.
    Scientific Based Research: National Staff Development Council Standards, 2001.
    Actions Person Responsible Timeline Resources Source of Funds
    Teachers will receive training in technology applications so that they can make technology a seamless part of their instruction.
    Action Type: Technology Inclusion
    		 Jay Mirus, technology specialist Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Computers
    • District Staff
    • Teachers
    ACTION BUDGET: $
    McNair will evaluate the effectiveness of the professional development opportunities at McNair by analyzing student achievement.
    Action Type: Collaboration
    Action Type: Program Evaluation
    		 Ted Whitehead, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Teachers
    ACTION BUDGET: $
    The professional development committee will coordinate building-level professional development with the district administration.
    Action Type: Collaboration
    		 Ted Whitehead, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Central Office
    • District Staff
    • Teachers
    ACTION BUDGET: $
    Teachers in non-core subjects will have professional development opportunities in their content areas as reflected in our ACSIP goals.
    Action Type: Professional Development
    		 Jay Mirus, technology teacher Start: 07/01/2009
    End: 06/30/2010
    • Teachers
    ACTION BUDGET: $
    The McNair staff will use student Academic Improvement Plans and identified special needs of students to determine professional development needs of teachers. There will be selected days to address the identified needs.
    Action Type: AIP/IRI
    Action Type: Special Education
    		 Ellen Otis, 7th grade language arts teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Performance Assessments
    • Teachers
    ACTION BUDGET: $
    All teachers will have the opportunity to participate in the school and district professional development plan. Teachers will use an instrument developed by the district professional development committee to evaluate the effectiveness of the professional development plan, the course offerings and the effectiveness of the knowledge gained. Annually, upon review of the test data, the professional development committee, working under the guidelines of the district professional development plan, will develop a professional development plan for the school and individual teachers based on information obtained through data analysis. All new teachers (first 3 years) and teachers in need of assistance will be assigned a mentor to assist them in reaching their professional development goals and needs. All teachers will have the opportunity to have input on the district and building level professional development plan. The district will provide all teachers and administrators with no less than 60 hours of professional development including 6 hours of technology and 2 hours of parental involvement development (3 hours of Parental Involvement for Administrators) and for those who teach Arkansas History, 2 hours of training in that subject. Teachers will have the opportunity to evaluate the benefit of the professional development activities and provide feedback on needed changes.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Professional Development
    		 Michelle Hayward, principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Central Office
    • Teachers
    ACTION BUDGET: $
    PROGRAM EVALUATION: "At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: CWT data and evidence of implementation of new training in lesson plans and Professional Development Surveys/History and determined that it was 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. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. EVALUATION RESULTS: This Intervention is valid in support of the teaching and learning that are part of this program: Our combined population benchmark scores reflect adequate yearly progress in literacy. During the 2009-2010 school year, we plan to use the following protocol evaluating, and adjusting, the programs, processes, and activities that make up the action descriptions within this intervention program. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Through teacher learning walks, and classroom walk-throughs, we will use the data collected to determine whether the objective of this intervention was achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
    Action Type: Program Evaluation
    		 Ted Whitehead, assistant principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Teacher leaders, such as master teachers, counselors, technology staff, and special education teachers will attend the Nuts and Bolts Symposium for Middle School in Destin, FL in June. This conference will cover the following areas to increase teacher and student performance: The Differentiated Classroom • Special Education • Literacy • Student Achievement • Leadership • Homework • Urban Issues • Motivating Students • Technology Education • Classroom Management • Classroom Strategies These teacher leaders will come back to McNair to share the information with the remainder of staff in staff development sessions to facilitate increased emphasis on increasing student achievement.
    Action Type: Collaboration
    Action Type: Professional Development
    		 Michelle Hayward Start: 07/01/2009
    End: 06/30/2010
      Title II-A - Purchased Services: $10215.00
      ACTION BUDGET: $10215
      Total Budget: $10215
      Intervention: Total Instructional Alignment: an initiative to align curriculum and delivery of instruction for the district, county, and greater Northwest Arkansas area.
      Scientific Based Research: Lisa Carter, Total Instructional Alignment, Solution Tree, Bloomington, IN, 2007
      Actions Person Responsible Timeline Resources Source of Funds
      Total Instructional Alignment will be utilized as a capacity building model: TIA documents will be used throughout the district and be reviewed annually. Data can be retrieved as reports and will be analyzed in conjunction with students' achievement data to make ongoing decisions about classroom instruction and professional development. TIA documents will be evaluated and revised based on feedback from teachers. Feedback will be noted as teachers use the document to guide instruction.
      Action Type: Alignment
      Action Type: Collaboration
      		 Michelle Hayward, principal Start: 07/01/2009
      End: 06/30/2009
        ACTION BUDGET: $
        Teachers will be trained in how to understand and evaluate the three stages of Understanding by Design (UBD). Teachers will use collaborative processes and be able to collaboratively design UBD lessons.
        Action Type: Alignment
        Action Type: Collaboration
        Action Type: Professional Development
        		 Michelle Hayward, principal Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        Teachers will implement the Z-chart format for articulating lesson objectives. This format will allow for a more streamlined delivery of instruction across the content areas and grade levels, and ensure formative and summative assessments using NWAESC target assessments.
        Action Type: Alignment
        		 Lori Mizanin, 6th grade language arts teacher Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: During the 2009-2010 school year we will evaluate Total Instructional Alignment through: teacher, grade level, and content teams documenting the effectiveness for the TIA documents and providing recommendations for further alignment and pacing. Summative evaluation will occur spring of '10 when teachers conduct a review of the TIA documents and make recommendations for revision to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2009/2010 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of the teacher classroom walk-through, periodic ACSIP planning meetings, and Read 180 targeted students : We will use this data to determine whether the objectives of this intervention was achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
        Action Type: Alignment
        Action Type: Collaboration
        		 Michelle Hayward, principal Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Intervention: Improved academic and developmental outcomes for all literacy students in the middle grades.
        Scientific Based Research: The National Forum to Accelerate Middle-Grades Reform (2007)and Middle School: living in the fast lane: If these are the kids, who should the adults be? and how do we teach them? by Sharon Faber (2001)
        Actions Person Responsible Timeline Resources Source of Funds
        Response to Intervention: Teachers will be trained in complete implementation of the Response to Intervention Plan, which integrates assessment and intervention within a multi-level prevention system to maximize student achievement and to reduce behavior problems. [
        Action Type: Professional Development
        		 Michelle Hayward, principal Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        Advisory System: Teachers will meet with a small group of students to interact on a scheduled basis in order to provide literacy support, academic guidence, recognition, and to promote good citizenship.
        		Michelle Hayward, principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: During the 2009-2010 school year we will evaluate the professional development gained through: teacher observation, lesson plans, and learning walks to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. The following EVALUATION RESULTS demonstrate that this intervention is valid in support of the teaching and learning that are part of this program: Eighty-percent positive feedback based on Administrative and teaching learning walks, adequate yearly progress for combined population evident, with 100% participation in Advisor/Advisee Program. We will use this data to determine whether the objectives of this intervention were acheived and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program. Eighty-percent positive feedback based on Administrative and teaching learning walks, adequate yearly progress for combined population evident, with 100% participation in Advisor/Advisee Program.
        		 Michelle Hayward Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Teachers
        ACTION BUDGET: $
        Teachers will receive professional development on project based learning in literacy. Teachers received professional development on project based learning by attending the 2009-10 Arkansas Association of Middle Level Educators in Little Rock, AR. In October, the teachers that attended conference presented what they learned to the entire faculty and to offer the professional development to other schools in the district.Implementation: Teachers will utilize teaming/ personal planning sessions to create project-based literacy experiences for students. Such learning experiences will include student-created videos, podcasts, and PowerPoints.
        Action Type: Professional Development
        		 Michelle Hayward:Principel Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        Response to Intervention: Teachers will be trained in complete implementation of the Response to Intervention Plan to close the achievement gap. Professional development will be given to teach teachers the process of Response to Intervention. Students identified as at-risk will receive small group instruction before and after school in addition to lunch tutoring to move those students into proficiency. Formative and summative test data regarding student achievement (Augmented exam, pre/post tests, and quarterly assessments) will be disaggregated to determine which students are at risk of academic failure.
        Action Type: Professional Development
        Action Type: Special Education
        		 Michelle Hayward Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Intervention: Response to Intervention: Teachers will be trained in complete implementation of the Response to Intervention Plan to close the achievement gap.
        Scientific Based Research: Wright, J. (1959). RTI Toolkit: A practical guide for schools. Port Chester, New York: Dude Publishing. National Center on Response to Intervention http://www.rti4success.org/
        Actions Person Responsible Timeline Resources Source of Funds
        Professional development will be given to teach teachers the process of Response to Intervention
        Action Type: Professional Development
        		 Ellen Otis Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Formative and summative test data regarding student achievement (Augmented exam, pre/post tests, and quarterly assessments) will be disaggregated to determine which students are at risk of academic failure.
        Action Type: Special Education
        		 Michelle Hayward Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Students identified as at-risk will receive small group instruction before and after school in addition to lunch tutoring to move those students into proficiency.
        Action Type: Special Education
        		 Ted Whitehead, Assistant Principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: "At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: Classroom Walk-thru evidence and documentation from teacher surveys and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: 100% McNair Staff feel comfortable in their knowledge regarding the RTI Process, as indicated by classroom walk-thru evidence and teacher survey. During the 2009-2010 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: Teacher Surveys and Classroom Walk-thrus, and documentation from RTI meetings. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
        Action Type: Special Education
        		 Michelle Hayward Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Intervention: We will use the Comprehensive Literacy Approach to vocabulary instruction as detailed in Bringing Words to Life (2002).
        Scientific Based Research: Beck, Isabel, McKeown, Margaret, Kucan, Linda, Bringing Words to Life, The Guilford Press, (2002).
        Actions Person Responsible Timeline Resources Source of Funds
        We will send teachers to Literacy Lab in order to receive training to improve student Literacy skills. Action Type: Professional Development
        Action Type: Special Education
        		 Shannon Finley Start: 06/30/2009
        End: 07/01/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Formative Evaluation: Students will use Step up to Writing organizational techniques in Literacy Lab to answer writing prompts. Action Type: Alignment, and Plan Evaluation. Reading Comprehension, Grade 6: In 2009, 332 students were tested 71.3% had an NPR score of 50, or above.
        Action Type: Special Education
        		 Shannon Finley Start: 06/30/2009
        End: 07/01/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Teachers in core subjects, along with special education teachers, will incorporate Step up to Writing techniques to assist students in reading comprehension. Action Types: Alignment, Equity, and Special Education.
        Action Type: Special Education
        		 Shannon Finley Start: 06/30/2009
        End: 07/01/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Formative Evaluation: Literacy Lab teachers will maintain portfolios for each student and regularly evaluate student writing. Action Type: Plan Evaluation
        Action Type: Special Education
        		 Shannon Finley Start: 06/30/2009
        End: 07/01/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Summative Evaluation: AIPs will be written for those students who have not achieved proficiency in Literacy as measured by scores on the Benchmark test. These plans will include appropriate remediation activities for writing skills. Action Type: Plan Evaluation
        Action Type: Special Education
        		 Shannon Finley Start: 06/30/2009
        End: 07/01/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: "At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: Benchmark Data Analysis and determined that it was effective in support of our Curriculum, Instruction, Assessment and Professional Development. The following EVALUATION RESULTS demonstrate that this Intervention is valid in support of the teaching and learning that are part of this program: 87% Combined Population Scored Proficient/Advanced on the Benchmark in Literacy. During the 2009-2010 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: Benchmark Analysis at the building and team levels. We will use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program."
        Action Type: Special Education
        		 Michelle Hayward Start: 06/30/2009
        End: 07/01/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Priority 3: To improve overall wellness for the "whole student", with emphasis on cardiovascular health, endurance, diet, and physical fitness.
        Supporting Data: 
        1. Body Mass Index Data 2008-2009: Of the 290 students assessed in grade 6,
BMI was assessed for 146 male students in the 6th grade and 144 females.
Of the students assessed, the following represents the percent of students
at risk of being overweight and overweight.

Grade 6 Combined totals 48.9% at risk
Grade 6: 146 Males 15.8% at risk/ 11.6% obese
Grade 6: 144 Females  13.2% at risk/ 8.3% obese

Body Mass Index Data 2007-2008: of the 612 student population,and 307 in
grades for which BMI assessments are required (sixth grade) BMI was
assessed for 245 students. Of the students assessed, the following
represents the percent of students at risk of being overweight and
overweight.

Grade 6 Combined totals 62.8% at risk
Grade 6: 133 Males 27.1% at risk
Grade 6: 112 Females  35.7% at risk
 

Body Mass Index Data 2006-2007:  of the 629 student population, 600
students were assessed.  Of the students assessed, the following
represents the percent of students at risk of overweight and overweight.

Grade 6:  Males 27.5%, Females 26.2%

Grade 7:  Males 27.8%, Females 30.2%


Body Mass Index Data 2005-2006:  of the 638 student population, 533
students were assessed.  Of the students assessed, the following
represents the percent of students at risk of overweight and overweight.

Grade 6:  Males 27.1%, Females 31.3%

Grade 7:  Males 36.5%, Females 27.2%
        2. Free/Reduced Rate:
The percentage of free and reduced lunch was 
2008-2009: 
2007-2008: 19%
2006-2007: 16.1%
2005-2006: 33%
        Goal Students participating in the BMI activity show a need to improve their cardiovascular, muscular strength/endurance, and flexibility activity. McNair equips children with the knowledge and skills they need to lead more healthful lives by choosing nutritious diets and being physically active.
        Benchmark The number of students being considered overweight or at risk of overweight, according to their BMI, will decrease by 1/2% during the 2009-2010 school year when compared with the 2008-2009 school year.
        Intervention: McNair Middle School will encourage strategies and activities that promote a non-sedentary life style involving families and community.
        Scientific Based Research: State of Arkansas ACT 1220, 2003 Let's Get Physical - Promotion and Education Strategies by Hal Wechsler, Ed. D, MPH - NEA Today, 1997 School Health Index Survey 2006
        Actions Person Responsible Timeline Resources Source of Funds
        Implement and encourage participation in extra curricular programs that support physical activity, ie. intramurals programs, activity clubs such as running and walking and biking . There is a relationship with the "Fun, Fitness, Factory" as an after school program. These programs will: · meet the needs, interests and abilities of all students; · include boys, girls, students with disabilities, and students with special health-care needs
        Action Type: Wellness
        		 David Hunt Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Community Leaders
        • Outside Consultants
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        All students participate in the Presidential Fitness Program as a part of the school's PE curriculum. The school has an annual Literacy Walk around the neighborhood.
        Action Type: Program Evaluation
        Action Type: Title I Schoolwide
        Action Type: Wellness
        		 David Hunt Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Community Leaders
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Students BMI assessments will be analyzed annually to determine the percentage of students decreasing in the categories of at risk of overweight or overweight. Interventions will be evaluated for their effectiveness based on this data.
        Action Type: Program Evaluation
        Action Type: Wellness
        		 Alison Knox, school nurse Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        ACTION BUDGET: $
        Implement and encourage participation in physical education program taught by a highly qualified teacher that supports phsyical activity.
        Action Type: Collaboration
        Action Type: Parental Engagement
        Action Type: Program Evaluation
        Action Type: Wellness
        		 Michelle Hayward, principal Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        Promote reduction of time children spend engaged in sedentary activities such as watching television and playing video games by sending home informational packages that include tips for parents/caregivers and parent training.
        Action Type: Collaboration
        Action Type: Parental Engagement
        Action Type: Program Evaluation
        Action Type: Wellness
        		 Carol Huneycutt, parent facilitator Start: 07/01/2009
        End: 06/30/2010
          ACTION BUDGET: $
          Encourage participation in family oriented, community-based physical activity program.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Michelle Hayward Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • Teachers
          ACTION BUDGET: $
          To assess McNair Middle School's physical education program, parents, students, and faculty members will be encouraged to participate in the district FPS fitness center (where applicable) or other community based fitness facility.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          Action Type: Wellness
          		 Michelle Hayward Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          McNair will gather information from the community regarding health related activities and offer participation in programs such as family walk/runs, AAO, JDRF, United Way through forms given to all students.
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Wellness
          		 Michelle Hayward, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Community Leaders
          • Outside Consultants
          • Teachers
          ACTION BUDGET: $
          Use of Facilities Outside of School Hours: McNair School spaces and facilities (track, outdoor courts, field space for soccer / football) will be available to families, as well as community agencies and organizations offering physical activity programs.
          Action Type: Equity
          Action Type: Parental Engagement
          Action Type: Wellness
          		 Michelle Hayward, principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          ACTION BUDGET: $
          Program Evaluation: During the 20009-2010 school year we will evaluate the strategies and activities that promote a non-sedentary lifestyle through: student surveys, club attendance, and 2008/09 BMI data to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 20010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
          Action Type: Collaboration
          Action Type: Parental Engagement
          Action Type: Program Evaluation
          		 Michelle Hayward Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          McNair will begin implementing the recommended PE4Life curriculum and will include the "Fitness Gram" program, which is a comprehensive approach to student wellness. This is recommended by the Arkansas Association of Health, Physical Ed., Recreation, and Dance.
          		 Susan Akins Start: 07/01/2009
          End: 06/30/2010
            ACTION BUDGET: $
            Total Budget: $0
            Intervention: Meals served through the McNair School Lunch and Breakfast Programs will: · be appealing and attractive to children; · be served in clean and pleasant settings; · meet, at a minimum, nutrition requirements established by local, state, and federal statutes and regulations.
            Scientific Based Research: National School Lunch Program, http://www.fns.usda.gov "The Effects of the National School Lunch and Breakfast Program on Education and Health", Peter Hinrich, 2006
            Actions Person Responsible Timeline Resources Source of Funds
            McNair will engage students and parents, through electronic surveys, in selecting foods sold through the school meal programs in order to identify new, healthful, and appealing food choices. In addition, McNair will share information about the results of the survey on the school website.
            Action Type: Collaboration
            Action Type: Equity
            Action Type: Parental Engagement
            Action Type: Wellness
            		 Betty Bowerman, Food Services Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Computers
            ACTION BUDGET: $
            McNair will encourage parents to pack healthy lunches and snacks and to refrain from including beverages and foods that do not meet the school division’s wellness goals through notes home and web post.
            Action Type: Collaboration
            Action Type: Parental Engagement
            Action Type: Wellness
            		 Betty Bowerman, Food Services Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Teachers
            ACTION BUDGET: $
            Program Evaluation: During the 2009-2010 school year we will evaluate the meals served through the McNair School Lunch and Breakfast Progams through: student surveys, club attendance, and 2009/2010 BMI data to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
            Action Type: Collaboration
            Action Type: Parental Engagement
            Action Type: Program Evaluation
            		 Michelle Hayward Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Teachers
            ACTION BUDGET: $
            Total Budget: $0
            Intervention: The Child Nutrition and Fitness Initiative motivates and involves students in designing and participating in programs and activities that improve access to and consumption of non fat and low fat dairy, fruits, vegetables, and whole grains, in addition to becoming more physically active.
            Scientific Based Research: Clark, K. C. (August, 2008). Let the games begin: video games in the classroom. Pgs 24-28. Middle Ground: The magazine of middle level education. National Middle School Association: Westerville, Ohio. N. Howley. (April, 2008). Make the investment in school wellness initiatives. Pgs 8 - 9. Middle Ground: The magazine of middle level education. National Middle School Association: Westerville, Ohio.
            Actions Person Responsible Timeline Resources Source of Funds
            Groups of students will attend a club that provides 60 minutes of physical activity a week. The criterion for choosing these students will be based upon their interest and need.
            Action Type: Wellness
            		 Courtney Burkett Start: 07/01/2009
            End: 06/30/2010
            • Teachers
            ACTION BUDGET: $
            PROGRAM EVALUATION: YEAR 1 "During the 2009-2010 school year we will evaluate the Child Nutrition and Fitness Initiative through: student surveys, club attendance, and 2009/10 BMI data to determine its effectiveness in support of our Curriculum, Instruction, Assessment and Professional Development. During the 2009-2010 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 use this data/information to determine whether the objective (s) of this Intervention/Program was (were) achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program.
            Action Type: Wellness
            		 Michelle Hayward Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • Teachers
            ACTION BUDGET: $
            McNair has a total of three FIT (Families In Transition) children who all are in the 6th grade. Once we qualify these children as FIT, many opportunities are provided to them. Food is sent home on almost a weekly basis. Transportation in excess of regular school busing is provided as needed. Scholarships are given for special events, such as field trips. Needed clothing and all school supplies are also given to all FIT students. Many other opportunities are afforded these students as the need arises. All of these benefits are provided by district budgeting and funding. The entire staff is briefed and educated about their responsibilities in helping to provide
            Action Type: Equity
            Action Type: Wellness
            		 Stacy Stanfield Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • District Staff
            • Teachers
            ACTION BUDGET: $
            Total Budget: $0
            Priority 4: In order to better serve our school's ELL students, we will take measures to ensure increased student achievement within this sub-pop in math and literacy.
            Supporting Data:
            1. In 2008-2009, 11 LEP students were tested and 81% scored Proficient/Advanced on the Benchmark, meeting AYP of 59.50%% scoring Proficient/Advanced. It is expected that this sub-pop will meet or exceed the AYP target of 67.60% scoring Proficient/Advanced for 2010 or through "Safe Harbor" or "Growth Models".
            Goal All ELL students will improve in reading comprehension, written expression, and mathematic skills and respond to constructed response questions with proficiency
            Benchmark In 2008-2009, 11 LEP students were tested and 81% scored Proficient/Advanced on the Benchmark, meeting AYP of 59.50%% scoring Proficient/Advanced. It is expected that this sub-pop will meet or exceed the AYP target of 67.60% scoring Proficient/Advanced for 2010 or through "Safe Harbor" or "Growth Models".
            Intervention: Facilitating Second Language Acquisition
            Scientific Based Research: Carol Rothenberg and Douglas Fisher, (2007) Teaching English Language Learners A Differentiated Approach, Pearson/Merrill Prentice Hall; Douglas Fisher and Nancy, (2008) Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility, ASCD, Alexandria, VA USA.
            Actions Person Responsible Timeline Resources Source of Funds
            PROGRAM EVALUATION(Act 807 0 2007) 1. Identify protocol for evaluating and adjusting program/process: (For example: Specific collection/times for CWTs/Formative Assessments. Admninistrators will conduct classroom walkthroughs to collect information regarding the level of implementation of the Gradual Release of Responsibility model at the classroom level.
            Action Type: Program Evaluation
            		 Michelle Hayward Start: 07/01/2009
            End: 06/30/2010
            • Administrative Staff
            • District Staff
            ACTION BUDGET: $
            Classroom teachers will coordinate with district ESL support staff to better serve our ELL population.
            Action Type: Collaboration
            		 Lori Mizanin Start: 07/01/2009
            End: 06/30/2010
              ACTION BUDGET: $
              We will employ a highly qualified ELL teacher (.50 FTE) to provide instruction and intervention for those sudents identified by ELDA for service. As McNair receives no Title III direct building discretionary funds, this hire will be paid with district ESL or Title III funds.
              		Michelle Hayward Start: 07/01/2009
              End: 06/30/2009
                ACTION BUDGET: $
                District ESL teacher will coordinate with classroom content teachers on a regular basis to monitor student progress and sucess.
                		 Judith Sapsford Start: 07/01/2009
                End: 06/30/2010
                  ACTION BUDGET: $
                  Classroom teacher and ELL personnel will meet with the families of identified ELL students for annual reviews and to discuss individual student interventions, areas of need, and progress.
                  		 Judith Sapsford Start: 07/01/2009
                  End: 06/30/2010
                    ACTION BUDGET: $
                    District ESL personnel is providing standardized test preparation for indirect students who have not reached the 40th percentile on the reading comprehension section of the SAT10.
                    		 Judith Sapsford Start: 07/01/2009
                    End: 06/30/2010
                      ACTION BUDGET: $
                      Total Budget: $0
                    • Planning Team

                      Classification Name Position Committee
                      Classroom Teacher Alexis Trolinger Language Arts Literacy
                      Classroom Teacher Alison Bradley Technology Literacy
                      Classroom Teacher Amber Ebbrecht art literacy
                      Classroom Teacher Andrea Woody Art Math
                      Classroom Teacher Ann Covington Science Math
                      Classroom Teacher Ann Wilson Language Arts Literacy
                      Classroom Teacher Brenda Kincaid Science Literacy
                      Classroom Teacher Carol Huneycutt Social Studies Literacy
                      Classroom Teacher Charity McCartney Art Literacy
                      Classroom Teacher Chris McGill Social Studies Literacy
                      Classroom Teacher Chris Michaels choir teacher math
                      Classroom Teacher Coty Nichols Social Studies Literacy
                      Classroom Teacher Courtney Burkett Math Math
                      Classroom Teacher David Hunt Physical Education Math
                      Classroom Teacher Deanna Metlock Special Education Literacy
                      Classroom Teacher Ellen Otis Language Arts Literacy
                      Classroom Teacher Gail Nebben Science Math
                      Classroom Teacher Gail Vervack Special Education Literacy
                      Classroom Teacher Jan Clark Social Studies Literacy
                      Classroom Teacher Jeff Israel Special Education Math
                      Classroom Teacher Jennie Alves Music Math
                      Classroom Teacher Joanna Young Math Math
                      Classroom Teacher Judith Sapsford ESL Literacy
                      Classroom Teacher Karen Allain Science Math
                      Classroom Teacher Katie Oliver Math Math
                      Classroom Teacher Katy Menihan Language Arts Literacy
                      Classroom Teacher Katy Seifritz Language Arts Literacy
                      Classroom Teacher Lauri Cavell Speech Literacy
                      Classroom Teacher Linda Colston Special Education Literacy
                      Classroom Teacher Lori Mizanin Language Arts Literacy
                      Classroom Teacher LouAnn Hays Science Math
                      Classroom Teacher Paige Kroening Language Arts Literacy
                      Classroom Teacher Rachel Pool Math teacher Math
                      Classroom Teacher Richard Wiseman Band Math
                      Classroom Teacher Sandy Weishaar Math Math
                      Classroom Teacher Sarah Thompson Library Media Specialist Literacy
                      Classroom Teacher Scott Rainer Math Math
                      Classroom Teacher Scott Villines Band Math
                      Classroom Teacher Sue Gillman Math Math
                      Classroom Teacher Susan Akins Physical Education Literacy
                      Classroom Teacher Terry Still Social Studies Literacy
                      Classroom Teacher Tracy Slattery Gifted and Talented Math
                      Classroom Teacher Virginia Brandt Science Math
                      Classroom Teacher Wanda Altman Language Arts Literacy
                      District-Level Professional Lester Long Assessment Math
                      Non-Classroom Professional Staff Alison Knox School Nurse Wellness
                      Non-Classroom Professional Staff Cherie Heimsoth Counselor Literacy
                      Non-Classroom Professional Staff Jay Mirus Technology Literacy
                      Non-Classroom Professional Staff Jennifer Zuniga Psychological Specialist Literacy
                      Non-Classroom Professional Staff Joanna Hausaum Administrative Assistant Parent Involvement
                      Non-Classroom Professional Staff Leslee Brown Library Aide Parent Involvement
                      Non-Classroom Professional Staff Quetta Wardlow Office Parental Involvement
                      Non-Classroom Professional Staff Rebecca Payton Technology Literacy
                      Non-Classroom Professional Staff Shannon Arcana Office Parental Involvement
                      Non-Classroom Professional Staff Stacy Workman Counselor Math
                      Non-Classroom Professional Staff Vanessa Seward Gifted and Talented Literacy
                      Parent Laura Underwood parent Parent Involvement
                      Principal Michelle Hayward Principal Leadership
                      Principal Ted Whitehead Assistant Principal Literacy