School Plan

RAMAY JUNIOR HIGH SCHOOL
401 S. SANG AVE.,FAYETTEVILLE, AR 72701

Arkansas Comprehensive School Improvement Plan

2009-2010


The mission of Ramay Junior High School is to provide the best possible education for all students. We recognize that education provides opportunities for the development of students as individuals, as contributing family members, and as members of the school and community. All students can learn and will be encouraged to think and work both independently and cooperatively. Thus the individual will not only be encouraged to recognize his or her own abilities and appreciate those of others but also to develop curiosity and to acquire a desire for lifelong learning. We believe students should develop competencies in both basic skills and in critical thinking. The experience of combining knowledge with evaluative skills will effectively promote the student's continuing education as well as provide a secure foundation for the future. Since a positive school environment is essential to learning, all aspects of the school environment will be continually evaluated and adjusted. In order to create such an environment, cooperation and respect are just as vital as appropriate facilities and an effective program. Further, students must be allowed to make many of their own decisions and to be encouraged to take the responsibility for them.

Grade Span: 8-9 Title I: Not Applicable School Improvement: MS

Table of Contents

Priority 1: Literacy
    Goal: All students will improve in reading comprehension and written expression with additional attention to literary and practical reading passages, and content and style writing domains.
Priority 2: Mathematics
    Goal: All students will improve in mathematic skills and responding to constructed response questions with additional attention to Measurement and Patterns, Algebra and Functions mathematic strands.
Priority 3: Wellness
    Goal: Students participating in the BMI activity show a need to improve their cardiovascular, muscular strength/endurance, and flexibility activity.
Priority 4: ELL Academic and Language Support
    Goal: All ELL students will improve within all academic content areas and move at least level of English language proficiency.
Priority 1: We expect all students to become proficient in Literacy achievement specifically in the area of Open Response.
Supporting Data: 
  1. In 2007, 71% of combined students scored at or above proficient
on Benchmark-8th grade Literacy Exam;
57% of African American students scored at or above proficient;
59% of Hispanic students scored at or above proficient;
76% of Caucasian students scored at or above proficient;
56% of Socio Economic Deprived Students students scored at or above
proficient;
50% of LEP students scored at or above proficient;
22% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice writing, open response content passages, and writing content and
style domains.

The lowest identified areas for African American were: multiple choice
writing, open response content passages, and writing content and style
domains.

The lowest identified areas for Hispanic were: 
multiple choice writing, open response content passages, and writing
content and style domains.

The lowest identified areas for Caucasians were: 
multiple choice writing, open response content passages and writing
content and style domains.

The lowest identified areas for LEP students were: 
multiple choice writing, open response content passages, and writing
content and style domains.


The lowest identified areas for Students with Disabilities were: 
multiple choice writing, open response content passages, and writing
content and style domain.

The lowest identified areas for Socio Economic Deprived were: multiple
choice writing, open response content passages, and writing content and
style domains.	 

  2.  
    In 2008, 80% of combined students scored at or above proficient
on Benchmark-8th grade Literacy Exam;
63% of African American students scored at or above proficient;
58% of Hispanic students scored at or above proficient;
89% of Caucasian students scored at or above proficient;
68% of Socio Economic Deprived Students students scored at or above
proficient;
50% of LEP students scored at or above proficient;
38% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice content, open response literary, and writing content and style
domains.

The lowest identified areas for African American were: multiple choice
content, open response literary, and writing content and style domains.

The lowest identified areas for Hispanic were: multiple choice content,
open response literary, and writing content and style domains.

The lowest identified areas for Caucasians were: 
multiple choice writing, open response literary, and writing content and
style domains.

The lowest identified areas for LEP students were: multiple choice
literary, open response literary, and writing content and style domains.


The lowest identified areas for Students with Disabilities were: multiple
choice content,open response literary, and writing content and style
domains.

The lowest identified areas for Socio Economic Deprived were:	multiple
choice content, open response literary, and writing content and style
domains.

  3.  
    In 2009, 79% of combined students scored at or above proficient
on Benchmark-8th grade Literacy Exam;
62% of African American students scored at or above proficient;
73% of Hispanic students scored at or above proficient;
84% of Caucasian students scored at or above proficient;
66% of Socio Economic Deprived Students students scored at or above
proficient;
69% of LEP students scored at or above proficient;
18% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice content passages, open response literacy passages, and writing
multiple choice and style domains.

The lowest identified areas for African American were: multiple choice
content passages, open response literacy passages, and writing content and
multiple choice domains.

The lowest identified areas for Hispanic were:
muliple choice content passages, open response literacy passages, and
writing content, style, and multiple choice domains.

The lowest identified areas for Caucasians were: 
multiple choice content passages, open response literacy passages, and
writing style and multiple choice domains.

The lowest identified areas for LEP students were: multiple choice content
passages, open response literacy passages, and writing style and multiple
choice domains.


The lowest identified areas for Students with Disabilities were: multiple
choice content passages, open response literacy passages, and writing
style and multiple choice domains.

The lowest identified areas for Socio Economic Deprived were: multiple
choice content passages, open response literacy passages, and writing
style and multiple choice domains.  

  4. Grade 8-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  333 students were tested and 61% scored above the
50th percentile.  The analysis of reading subtests revealed weaknesses in
Vocabulary.

Caucasian: 222 students were tested and 68.5% scored above the 50th
percentile. The analysis of the Reading subtests revealed weaknesses in
reading comprehension.

Hispanic:  38  students were tested and 31.6% scored above the 50th
percentile. The analysis of the Reading subtests revealed weaknesses in
Vocabulary.

African American:  50 students were tested and 46% scored above the 50th
percentile. The analysis of the Reading subtests revealed weaknesses in
Vocabulary.

Economically Disadvantaged: 128 students were tested and 44.5% scored
above the 50th percentile. The analysis of the Reading subtests revealed
weaknesses in Vocabulary.

Students with Disabilities: 39 students were tested and 20.5% scored above
the 50th percentile. The analysis of the Reading subtests revealed
weaknesses in Reading Comprehension.

Limited English Proficiency:  30 students were tested and 30 % scored
above the 50th percentile. The analysis of the Reading subtests revealed
weaknesses in Reading Comprehension.

SAT-10 (08): Combined (Total) Population:  Reading Comprehension, Grade 8:
In 2008, 304 students were tested and 64.8% had an NPR score of 50, or
above.	

Caucasian: 210 students were tested and 69.5% scored above the 50th
percentile. 

Hispanic:  33 students were tested and 51.5% scored above the 50th
percentile. 

African American:  49 students were tested and 53.1% scored above the 50th
percentile. 

Economically Disadvantaged: 131 students were tested and 55% scored above
the 50th percentile. 

Students with Disabilities: 33 students were tested and 18.2% scored above
the 50th percentile. 

Limited English Proficiency:  25students were tested and 40 % scored above
the 50th percentile.		       

SAT-10 (09): Combined (Total) Population:  Reading Comprehension, Grade 8:
In 2009, 306 students were tested and 65% had an NPR score of 50, or
above.	

Caucasian: 198students were tested and 73% scored above the 50th
percentile. 

Hispanic:  52 students were tested and 50% scored above the 50th
percentile. 

African American:  38 students were tested and 42% scored above the 50th
percentile. 

Economically Disadvantaged: 150 students were tested and 47% scored above
the 50th percentile. 

Students with Disabilities: 34 students were tested and 19% scored above
the 50th percentile. 

Limited English Proficiency:  43 students were tested and 37% scored above
the 50th percentile.			 

  5. Grade 9-Iowa Test of Basic Skills (ITBS) 2007:

Combined Population:  271 students were tested and 57.4% scored above the
50th percentile.  The analysis of reading subtests revealed weaknesses in
Reading Comprehension.

Caucasian: 189 students were tested and 66% scored above the 50th
percentile. The analysis of the Reading subtests revealed weaknesses in
Reading Comprehension.

Hispanic:  24 students were tested and 50% scored above the 50th
percentile. The analysis of the Reading subtests revealed weaknesses in
Reading Comprehension and Vocabulary.

African American:  20.5 students were tested and 23.1% scored above the
50th percentile. The analysis of the Reading subtests revealed weaknesses
in Reading Comprehension and Vocabulary.

Economically Disadvantaged: 98 students were tested and 36.7% scored above
the 50th percentile. The analysis of the Reading subtests revealed
weaknesses in Reading Comprehension.

Students with Disabilities: 34 students were tested and 14.7% scored above
the 50th percentile. The analysis of the Reading subtests revealed
weaknesses in Reading Comprehension.

Limited English Proficiency:  26 students were tested and 46.2% scored
above the 50th percentile. The analysis of the Reading subtests revealed
weaknesses in Vocabulary.

SAT-10 (08): Combined (Total) Population:  Reading Comprehension, Grade 9:
In 2008, 323 students were tested and 58.8% had an NPR score of 50, or
above.	

Caucasian: 213 students were tested and 65.7% scored above the 50th
percentile. 

Hispanic:  38 students were tested and 42.1% scored above the 50th
percentile. 

African American:  47 students were tested and 40.4% scored above the 50th
percentile.

Economically Disadvantaged: 124 students were tested and 44.4% scored
above the 50th percentile. 

Students with Disabilities: 39 students were tested and 5.1% scored above
the 50th percentile. 

Limited English Proficiency:  25 students were tested and 24 % scored
above the 50th percentile. 


SAT-10 (09): Combined (Total) Population:  Reading Comprehension, Grade 9:
In 2009, 307 students were tested and 66% had an NPR score of 50, or
above.	

Caucasian: 210 students were tested and 73% scored above the 50th
percentile. 

Hispanic:  37 students were tested and 44% scored above the 50th
percentile. 

African American:  47 students were tested and 45% scored above the 50th
percentile.

Economically Disadvantaged: 130 students were tested and 55% scored above
the 50th percentile. 

Students with Disabilities: 21 students were tested and 16% scored above
the 50th percentile. 

Limited English Proficiency:  25 students were tested and 36% scored above
the 50th percentile. 


  6. Attendance Rate: In 2009, the attendance rate was 93.6%. In 2008, the
attendance rate was 93.7%. In 2007, the attendance rate was 94.03%.  


  7.    


  8.
Goal All students will improve in reading comprehension and written expression with additional attention to literary and practical reading passages, and content and style writing domains.
Benchmark The Combined Population in each Subpop MET the 2009 AYP Target of 59.5% scoring Proficient/Advanced. It is expected that each of these populations will meet, or exceed, the 2010 AYP target of 67.6% scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models. The status of the school is met standards or achieving.
Intervention: To provide multiple parental involvement opportunities to parents for increased student achievement (ACT 307).
Scientific Based Research: Parent Involvement Plan: 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 and Community Connections with Schools, Southwest Educational Development Laboratory.
Actions Person Responsible Timeline Resources Source of Funds
The building principal will designate one certified staff member to serve as a parent facilitator to organize meaningful training for staff and parents and to undertake efforts to ensure that parental participation is recognized as an asset to the school. The district will pay the parent facilitator a stipend for assuming duties as required by ACT 307.
Action Type: Parental Engagement
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Outside Consultants
  • School Library
  • Teachers
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, which may include, but 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
 Lori Linam - Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • District Staff
  • Teachers
ACTION BUDGET: $
Teachers will receive training to enhance understanding of effective parental involvement strategies.
Action Type: Parental Engagement
Action Type: Professional Development
 Lori Linam - Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • 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
 Lori Linam - Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
All parents will receive "Informational Packets" that include: *Parental Involvement Plan *School Calendar *A system encouraging the home and school connection
Action Type: Parental Engagement
 Lori Linam - Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
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
 Lori Linam - Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • 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 participate in the program, and include opportunities for parents to assist from home.
Action Type: Collaboration
Action Type: Parental Engagement
 Lori Linam - Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
"Parental Involvement Meetings" will be held throughout the year to discuss what students will be expected to learn, how they will be assessed and how parents can assist to make a difference in his or her child's education.
Action Type: Collaboration
Action Type: Parental Engagement
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
Administrators, teachers, and parents will develop a parental involvement plan and student support plans 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
 Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
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 local newspaper thanking the parents as a group for attending the conference.
Action Type: Collaboration
Action Type: Parental Engagement
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
The school will develop pamphlets that include: the school's commitment to parental involvement, the process for resolving parental concerns, and tips for how parents can foster their child's success. School personnel will distribute the pamphlets to the parents of all students in the building.
Action Type: Parental Engagement
 Parent Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: evaluation of academic progress, the amount of parental participation within the school and identification of barriers that exist that hinder greater participation by parents and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION RESULTS shows that it is valuable in terms of supporting our effects to increase student achievement. During the 2009-20010 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: continued effective parental participation and increase in parental involvement opportunities. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2009-2010 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
Action Type: Parental Engagement
Action Type: Program Evaluation
 Matt Saferite- Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Read 180 is an intensive literacy remediation program. It includes both direct instruction and small group instruction for no less than 50 minutes each day. PTO and Rotary organizes parent volunteers to assist students in reading individually and in group settings.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Parental Engagement
 Mildred Rogers Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
RJH will provide various opportunities to parents/guardians regarding how to incorporate developmentally appropriate learning activities in the home enviornment.
Action Type: Parental Engagement
 Parental Involvement Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
RJH will identify and engage in other activities with parents/guardians that are determined by the school to help parents/guardians asist in thier child's learning.
Action Type: Parental Engagement
 Parent Involvement Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
INSURING EFFECTIVE PARTNERSHIPS WITH PARENTS: The faculty and staff at RJH will ensure the following measures are taken to ensure effective involvement of parents and to support a partnership between the school, parents, community for the purpose of improving student academic achievement. 1.Shall provide assistance to parents of children served by the school or local educational agency, as appropriate, in understanding such topics as the State’s academic content standards and State academic achievement standards, State and local academic assessments, the requirements of this part, and how to monitor a child’s progress and work with educators to improve the achievement of their children; 2.Shall provide materials and training to help parents to work with their children to improve their children’s achievement, such as literacy training and using technology, as appropriate, to foster parental involvement; 3. Shall educate teachers, pupil services personnel, principals, and other staff, with the assistance of parents, in the value and utility of contributions of parents and in how to reach out to, communicate with, and work with parents as equal partners, implement and coordinate parent programs, and build ties between parents and the school; 4. Shall, to the extent feasible and appropriate, coordinate and integrate parent involvement programs and activities such as parent resource centers, that encourage and support parents in more fully participating in the education of their children; 5. Shall insure that information related to school and parents programs, meetings, and other activities is sent to the parents of participating children in a format and , to the extent practicable, in a language the parents can understand; 6. Shall provide such other reasonable support for parental involvement activities under this section as parents may request.
Action Type: Parental Engagement
 Parental Involvement Facilitator Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: One of the specific steps Ramay is taking to address the deficiency in our students' achievement is to develop a plan to target and assist students performing below grade level proficiency in writing. This is one component of Ramay's instructional and assessment process tied to state standards.
Scientific Based Research: Class Size Berliner, David C., Biddle, Bruce J. Small Class size and Its Effects. Educational Leadership. Vol.59 No. 5 February 2002. pp.12-23. Writing Across the Curriculum Toward the Year 2000. R. Sensenbaugh.
Actions Person Responsible Timeline Resources Source of Funds
Students performing below proficient on CRT will be identified.
Action Type: AIP/IRI
 Cheryl Moore - Counselor/ Testing Coordinator Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
ACTION BUDGET: $
A committee of teachers, counselors and administrators will develop individualized academic improvement plans customized for all identified student's needs that will be monitored throughout the school year.
Action Type: AIP/IRI
Action Type: Collaboration
 Warren Fyfe - Assistant principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: evaluation of individual student growth through Individualized academic plans based on results of CRT and NRT assessments and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE shows that it is valuable in terms of supporting our effects to increase student achievement. 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: continued assessment of AIP growth. We will use this information to determine whether the objectives of this intervention program are continually 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: AIP/IRI
Action Type: Program Evaluation
 Cheryl Moore - Counselor/ Testing Coordinator Start: 07/01/2009
End: 06/30/2010
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
FORMATIVE evalution will be demonstrated by all 8th and select 9th grade students progress being monitored at the beginning, middle, and end of each school year using the scholastic reading inventory to determine specific curriculum areas of focus during the year. STAR assessment will be compared with Spring SUMMATIVE NRT and CRT testing to determine learning gains for all students.
Action Type: Program Evaluation
 Reading Interventionist Start: 07/01/2009
End: 06/30/2010
  • Central Office
  • Computers
  • Performance Assessments
ACTION BUDGET: $
We are currently collaborating with parents to develop student AIP’s. Any student that scores below proficient on state mandated criterion referenced exams and any other student identified by classroom teachers will have an AIP.
Action Type: AIP/IRI
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • District Staff
ACTION BUDGET: $
An 1.0 FTE reading teacher assists teachers and students by providing strategies in an ongoing manner to empower them to become more successful in school. The interventionist will focus on developing, implementing, and maintaining specific intervention programs in sufficient intensity to allow teachers and students to benefit from cognitive experiences that address their areas of challenge.
Action Type: AIP/IRI
Action Type: Professional Development
 Mildred Rogers Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Establish a program to decrease student to teacher ratios for increased student achievement in the area of literacy. A CSR teacher will work with other 8th grade English teachers in the assigned building. The teacher will be placed in an 8th grade English position to reduce class size. Enrollment will be below the state required pupil teacher ratio. Students assigned to the CSR teacher will be heterogeneously grouped. Classroom instruction and grade reporting will be aligned with district grade level requirements.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
 Matt Saferite Start: 07/01/2009
End: 08/30/2010
  • Administrative Staff
  • District Staff
ACTION BUDGET: $
Read 180 is an intensive literacy remediation program. It includes both direct instruction and small group instruction for no less than 50 minutes each day. The program is grade level appropriate for each individual student. Students are identified through both 7th and 8th grade ACTAAP exams. Students who scored below proficient on both exams qualify for remediation. Once students are identified, parents are notified by mail and phone regarding interest in the program, permission to participate, and for scheduling purposes.
Action Type: AIP/IRI
Action Type: Parental Engagement
 Mildred Rogers Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Teachers
ACTION BUDGET: $
Title IIA funds will be used to supplement professional development training in the area of literacy student achievement. Teachers and staff will participate in a variety of workshops and conferences. Supplemental teacher materials, such as pd books will be purchased. These are teacher materials and not student materials. The expected outcome of this professional development is to develop strategies to improve student achievement in literacy.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
 Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
Title II-A - Purchased Services: $4500.00
Title II-A - Materials & Supplies: $999.00
ACTION BUDGET: $5499
Total Budget: $5499
Intervention: One of the specific steps Ramay is taking to address the deficiency in our students' achievement is to develop intercurricular writing strategies to increase student reading and writing achievement. Part of this development is professional development for our teachers, specifically focused on our Special Education students' literacy skills. This will strengthen our core curriculum and our special education curriculum.
Scientific Based Research: Writing Across The Curriculum: Writing Across the Curriculum Toward the Year 2000, R. Sensenbaugh
Actions Person Responsible Timeline Resources Source of Funds
Teachers will collaborate through use of computer, departmental meetings, and in-service opportunities on effective strategies to improve written expression and reading comprehension.
Action Type: Collaboration
Action Type: Technology Inclusion
 Debbie Lane - English Teacher Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Teachers
ACTION BUDGET: $
Provide release days for all 8th and 9th grade English teachers to collaborate on vertical and horizontal alignment of Literacy frameworks and creation of practice exams.
Action Type: Alignment
Action Type: Collaboration
 Matt Saferite- Principal Start: 07/01/2009
End: 06/30/2010
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Participate in ongoing Professional Development in writing such as the Northwest Arkansas Writing Project Fall and Winter Mini-conferences and Summer Open Institute.
Action Type: Collaboration
Action Type: Professional Development
 Debbie Lane - English Teacher Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Integrate instruction in writing strategies into every content area for all students, including ESL, special education, etc. ESL, Special Ed, and all other departments are involved in reading and writing across the curriculum including 3 required constructed responses and 2 writing prompts required of all teachers.
Action Type: Alignment
Action Type: Equity
Action Type: Special Education
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Create a notebook of all previous writing prompts and constructed responses for teachers to use for ideas, references, or interdisciplinary lessons.
Action Type: Alignment
Action Type: Collaboration
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Use FORMATIVE performance assessments and teacher developed FORMATIVE constructed responses with the Arkansas Writing rubric to enable students to demonstrate proficiency in responding in writing to literary, practical and content passages by finding the main idea, analyzing, drawing conclusions, and providing examples of evidence as part of classroom instruction.
Action Type: Program Evaluation
 Matt Saferite- Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Classroom teachers use Peer Response strategies to help students improve written expression on a regular basis.
Action Type: Collaboration
 Debbie Lane - English Teacher Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Classroom teachers, special education teachers, and other support staff will collaborate to implement differentiated strategies for students with Academic Improvement Plans, special needs and ESL to improve writing skills.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Special Education
 Kris Driver- Special Education Designee Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Provide opportunities for independent and group library research projects that are integrated with classroom instruction and that result in written pieces in various formats that demonstrate the students' ability to communicate content knowledge in writing and conduct research.
Action Type: Collaboration
 Ann Sorenson - Library Media Specialist Start: 07/01/2009
End: 06/30/2010
  • Computers
  • District Staff
  • Performance Assessments
  • Public Library
  • Teachers
ACTION BUDGET: $
The library will provide students access to at least twelve computers for the purposes of accessing information for content learning and application of writing skills.
Action Type: Technology Inclusion
 Ann Sorenson- Library Media Specialist Start: 07/01/2009
End: 06/30/2010
  • Computers
  • School Library
  • Teachers
ACTION BUDGET: $
Provide access to a rich collection of diverse resources on curriculum topics through the school library for incorporation of 8th and 9th grade writing/research projects. Teachers will take more responsibility for ordering books and allow adequate time for the lenghty ordering process.
Action Type: Alignment
 Ann Sorenson- Library Media Specialist and Mike Hill-Tech Specialist, by request Start: 07/01/2009
End: 06/30/2010
  • School Library
  • Teachers
ACTION BUDGET: $
PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: required written demonstration of students' knowledge of every content area, using the school developed writing rubric emphasizing content and style in Non-Language Arts classrooms every grading period. This applies to constructed responses that require students apply their knowledge to a given discipline. We determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of increased Benchmark scores shows that it is valuable in terms of supporting our effects to increase student achievement. 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: quarterly writing prompts and/or open responses. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 20010-2011 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Technology Inclusion
 Matt Saferite - Principal Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
All teachers are designated to help with either writing, reading, or math open response questions. 8th grade English teachers are designated to implement writing prompts. Math teachers are designated to prepare students for the Math portion of the ACTAAP. All other teachers are designated to incorporate reading open responses.
Action Type: AIP/IRI
 Matt Saferite Start: 07/01/2009
End: 06/30/2010
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Compare SUMMATIVE CRT exam with previous year's performance.
Action Type: Program Evaluation
 Matt Saferite Start: 07/01/2009
End: 06/30/2010
    ACTION BUDGET: $
    Total Budget: $0
    Intervention: Various student centered actions that make up the climate and culture of positive learning and student achievement.
    Scientific Based Research: Student-Centered Instructional Strategies : Tools for Teaching, F. Jones (2000)Getting A Reading Program Started In the Secondary Classroom, J. Kalathas (2000).
    Actions Person Responsible Timeline Resources Source of Funds
    Resources will be obtained for teachers to better their teaching skills and thereby increasing student achievement in the areas of literacy and mathematics. Book contained in the school library and videos checked out from central administration will be used.
    Action Type: Professional Development
    		 Ann Sorenson - Library Media Specialist Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • School Library
    • Teachers
    ACTION BUDGET: $
    Use of computer labs and mobile laptop carts will be available for all subjects to incorporate cross curricular lessons.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Technology Inclusion
    		 English Department Chair Start: 07/01/2009
    End: 06/30/2010
    • Computers
    • Teachers
    ACTION BUDGET: $
    8th and 9th grade Pre-AP Science courses in which Math and Science will be taught in a more rigorous learning environment. 8th and 9th grade Pre-AP English courses will be taught in which literacy and language skills are taught in a more rigorous learning environment.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    		 Tamera Shreve - Science Teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Computers
    • Teachers
    ACTION BUDGET: $
    8th & 9th grade awards assemblies will be held at the end of each semester to honor and recognize student achievement in the areas of personal improvement, citizenship, attendance, academics and character development. Qualifying students receive certificates and various items donated by the business community
    Action Type: Parental Engagement
    Action Type: Program Evaluation
    		 Matt Saferite - Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Community Leaders
    • Teachers
    ACTION BUDGET: $
    English teachers will use various novels selected by 8th and 9th grade teachers to incorporate an outside reading program for the improvement of literacy.
    Action Type: Alignment
    Action Type: Collaboration
    Action Type: Equity
    		 Debbie Lane - English Teacher Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Students will be required to use an agenda in every classroom for the purpose of communicating with parents, and learning organizational and management skills. Teachers will update individual student grades every week.
    Action Type: Parental Engagement
    		 Matt Saferite - Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET: $
    Ozark Guidance Center will provide on-site counseling services for students and families in conjunction with school counseling staff to meet the psychological needs of students and families identified through the court system or referred by school counseling staff.
    Action Type: Special Education
    		 Cindy Caudle - Counselor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Outside Consultants
    • Teachers
    ACTION BUDGET: $
    Pow Wows will be given to students from principals or staff for recognition of good deeds done by students/staff. Students will be recognized over the intercom weekly for receiving pow wows. Recognition cards will be sent home to parents weekly for students receiving pow-wows.
    Action Type: Equity
    		 Matt Saferite - Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Teachers
    ACTION BUDGET: $
    Classroom Teachers and students will develop activities centered around Red Ribbon Week to increase students involvement and raise awareness of the negative side effects of drug and alcohol abuse.
    Action Type: Collaboration
    Action Type: Parental Engagement
    		 Cindy Caudle - Counselor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Community Leaders
    • Computers
    • Outside Consultants
    • School Library
    • Teachers
    ACTION BUDGET: $
    Ramay trains student ambassadors to facilitate leadership that promotes academic success, acclimating new students to Ramay, promoting good citizenship and respect for the entire student body.
    Action Type: Collaboration
    		 Cindy Caudle - Counselor Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Community Leaders
    • Outside Consultants
    • Teachers
    ACTION BUDGET: $
    Teachers will collaborate on the appropriate parameters for students to qualify for the E-trip. Parameters will include behavior, student interest and effort in subject areas, etc.. Students will be rewarded/recognized for their efforts by attending the E trip every quarter. "E" stands for excellence. Track the number of students participating in the "E" trip each quarter.
    Action Type: Collaboration
    Action Type: Program Evaluation
    		 Matt Saferite - Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • Community Leaders
    • Teachers
    ACTION BUDGET: $
    Students will be placed who are identified as at-risk. An alternative learning environment (ALE) with access to services of a school counselor/mental health professional, a nurse, and support services will be provided by the district. The ALE will employ sufficient personnel in the core academic content areas to allow students enough credits for graduation. Any student eligible for special education services will continue to receive services while in the ALE. Students will not be placed in the ALE based on academic problems alone. Students placed, otherwise intelligent and capable, may have one or more of the following characteristics: Disruptive behavior, potential drop out, personal or family problems, recurring absenteeism, transition to or from residential programs or conditions that negatively affect the student's academic progress. (Abuse-physical, mental, sexual-, frequent relocation of residency, homelessness, inadequate emotional support, mental/physical health problems, pregnancy, single parenting) Documentation shall be maintained as to placement decisions. All ALE teachers will receive professional development pursuant to ADE Rules and Regulations. The Alternative Learning Environment will have as its goal to increase attendance of at-risk students and to graduate them. Parent conferences will be required for placement in the program and school personnel will be in frequent contact with parents. The placement conference will include the principal, counselor, teachers, parents, and other appropriate personnel in order to make good decisions about what services will be available while in the ALE. If the student makes significant academic and/or behavioral progress while in the ALE the student may be exited from the program. Exit policies will be developed by the ALE. The ALE will meet all guidelines required by the ADE and state laws
    Action Type: AIP/IRI
    		 Matt Saferite - Principal Start: 07/01/2009
    End: 06/30/2010
    • Administrative Staff
    • District Staff
    • Teachers
    ACTION BUDGET: $
    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: 8th & 9th grade awards assemblies to recognize student achievement, Pow Wow moments, and quarterly E-trips and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of increased student qualifications for the e-trip shows that it is valuable in terms of supporting our effects to increase student achievement. 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: number of students meeting the E-trip citizenship criteria. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 20010-2011 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
    Action Type: Program Evaluation
    		 Matt Saferite, Principal Start: 07/01/2009
    End: 06/30/2010
      ACTION BUDGET: $
      Total Budget: $0
      Intervention: One of the specific steps Ramay is taking to address the deficiency in our students' achievement is to develop high quality professional development activities that address our academic deficiency. A specific step is to develop a collaborative program for planning, designing, and implementing professional development initiatives to yield the greatest results in student achievement.
      Scientific Based Research: Professional Development Design: Loucks-Horsley, S., Designing Professional Development for Teachers of Science and Mathematics, 1998, National Institute for Science Education.
      Actions Person Responsible Timeline Resources Source of Funds
      Conduct an individual needs assessment with teachers to enable them to identify their own needs in relation to student achievement.
      Action Type: Professional Development
      		 Professional development desingee Start: 07/01/2009
      End: 06/30/2010
      • Outside Consultants
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      Use student academic improvement plan and identified special needs of students to assess professional development needs of teachers.
      Action Type: AIP/IRI
      Action Type: Professional Development
      Action Type: Special Education
      		 Kris Driver - Special Education Designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      Develop faculty wide consensus on areas of focus for building level professional development.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      		 Professional development designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Teachers
      ACTION BUDGET: $
      Plan, design, and implement professional development activities for school areas of focus, using district guidelines for design, content, implementation, and results.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      		 Matt Saferite - Principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Teachers
      ACTION BUDGET: $
      Provide diverse professional development opportunities to offer teachers a balanced approach to enhanced knowledge and skills (deep teacher knowledge of content, strong foundation in pedagogy, general knowledge on teaching and learning processes, general knowledge of school culture).
      Action Type: Equity
      Action Type: Professional Development
      		 Matt Saferite - Principal Start: 07/01/2009
      End: 06/30/2010
      • Central Office
      • Outside Consultants
      • Performance Assessments
      ACTION BUDGET: $
      Coordinate building level professional development with district professional development steering committee (PDSC) and build connections among schools.
      Action Type: Professional Development
      Action Type: Technology Inclusion
      		 Professional Development Designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Teachers
      ACTION BUDGET: $
      Use technology to plan and deliver professional development.
      Action Type: Professional Development
      Action Type: Technology Inclusion
      		 Professional Development Designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • District Staff
      • Teachers
      ACTION BUDGET: $
      Use community resources and outside consultants to provide additional expertise in meeting the professional development needs of teachers.
      Action Type: Collaboration
      Action Type: Professional Development
      		 Professional Development Designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Community Leaders
      • District Staff
      • Teachers
      ACTION BUDGET: $
      Evaluate professional development activities based on teacher growth (documented changes in teacher practice and assessment of student learning) and teacher response to evaluation survey.
      Action Type: Professional Development
      Action Type: Program Evaluation
      		 Professional Development Designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Performance Assessments
      • Teachers
      ACTION BUDGET: $
      Evaluate professional development activities based on student growth (documented improvement on standardized tests, class assignments and FORMATIVE performance assessments).
      Action Type: Professional Development
      Action Type: Program Evaluation
      		 Professional Development Designee Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • Performance Assessments
      ACTION BUDGET: $
      PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: evaluation of the implementation of the professional development plan by assessing its involvement of teachers, focus on teacher and student needs, and implementation efficiency and effectiveness and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of the teacher satisfaction survey shows that it is valuable in terms of supporting our effects to increase student achievement. 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: increased teacher participation in Professional Learning Team evaluations. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2009-2010 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
      Action Type: Professional Development
      Action Type: Program Evaluation
      		 Matt Saferite, Principal Start: 07/01/2009
      End: 06/30/2010
      • Administrative Staff
      • Central Office
      • District Staff
      • Teachers
      ACTION BUDGET: $
      Ramay and the district will provide inservice days in order to plan for the implementation of best practices chosen to help improve student achievement at each student's readiness level as well as provide time for vertical and horizontal team meetings.
      Action Type: Collaboration
      Action Type: Professional Development
      		 Matt Saferite - Principal Start: 07/01/2009
      End: 06/30/2010
        ACTION BUDGET: $
        The school administrators have developed a TEACHER MENTORING program connected to our professional development plan. The program will be implemented by administrators through bi-monthly professional development sessions with the teaching faculty. The primary purpose of the sessions are to improve teachers' skills and knowledge in order to systematically improve student academic achievement.
        Action Type: Alignment
        Action Type: Professional Development
        		 Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Computers
        • Performance Assessments
        • Teachers
        ACTION BUDGET: $
        Teachers will be provided with quality professional development that will promote and enhance learning opportunities for students; address the academic deficiencies of our Special Students in the area of literacy. In compliance with ACT 83, the following professional development will be provided: 6 hours of technology, 3 hours of parent involvement for administrators and 2 hours of parent involvement for teachers.
        Action Type: Professional Development
        		 Matt Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Computers
        • District Staff
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        Ramay has moved to informational online faculty meetings to allow for teacher collaboration.
        Action Type: AIP/IRI
        Action Type: Collaboration
        		 Matt Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Since moving to online faculty meetings, the time originally set aside for faculty meetings is now being used for building collaboration. Continual monitoring takes place through the submission of data from all teachers.
        Action Type: AIP/IRI
        Action Type: Collaboration
        		 Matt Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Teachers will develop, implement, and support an articulated curriculum, improved instructional strategies, and an improved comprehensive assessment program based on the Ramay CIA diagram.
        Action Type: Collaboration
        Action Type: Professional Development
        		 Matt Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Closing the Achievement Gap (Literacy): Regular quarterly meetings of our Literacy ACSIP Leadership Committee will continue to be held. These meetings will focus on building capacity within our school. Each meeting agenda will include the following Core Principles: A. The selection, and continuous evaluation, of research-based, scientifically validated, Interventions designed to improve our ability to improve student performance on the Literacy portion of all Assessments. B. The ongoing monitoring of student progress in order to influence classroom instruction. C.The utilization of Formative and Summative Assessment Data to make decisions that impact: Curriculum, Instruction, Assessment and Professional Development. D. Coordination of resources in order to better meet the needs of all students. Written minutes of each meeting, along with a sign-in sheet, will be kept and made available upon request. The intent is that each Intervention, and Action, is carefully monitored…through the collection of Formative and Summative Data….so that those strategies that prove ineffective can be revised, or abandoned. Our ACSIP Plan will be revised each spring, and fall, in order to keep it timely and valid in our efforts to improve teaching and learning.
        Action Type: Collaboration
        Action Type: Program Evaluation
        		 ACSIP Chairs Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Intervention: One of the specific steps Ramay is taking to address the deficiency in our students' achievement is to develop reading strategies and skills in every subject area and thereby developing a passion for reading.
        Scientific Based Research: Reading Across the Curriculum: Ken Stamatis Teacher Workshop (2002, Getting a Reading Program Started in the Secondary Classroom, J. Kalathas (2002).
        Actions Person Responsible Timeline Resources Source of Funds
        Faculty will enlist the help of outside agencies/ sources in order to obtain books for use in school wide reading program.
        Action Type: Collaboration
        		 Ann Sorenson - Library Media Specialist Start: 07/01/2009
        End: 06/30/2010
        • School Library
        ACTION BUDGET: $
        Several teachers including English teachers, ESL teachers, SPECIAL EDUCATION teachers will participate in ongoing literacy PROFESSIONAL DEVELOPMENT (i.e. literacy lab).
        Action Type: Professional Development
        		 English Teacher Chair Start: 07/01/2009
        End: 06/30/2010
        • Central Office
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        Teachers will be provided computer generated access to individual SUMMATIVE student achievement scores on the writing and reading sections of the CRT and NRT tests. Individual areas of improvment will be identified so that teachers may address these specific areas of instruction
        Action Type: AIP/IRI
        		 Matt Saferite - Principal Start: 07/01/2009
        End: 06/30/2010
        • Computers
        • Performance Assessments
        ACTION BUDGET: $
        Teachers will determine the feasibility of implementing a writing lab for 8th and 9th grade students performing below proficient on the literacy section of the Benchmark exam.
        Action Type: AIP/IRI
        		 Danielle Renfroe-English Teacher Start: 07/01/2009
        End: 06/30/2010
        • School Library
        • Teachers
        ACTION BUDGET: $
        PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: evaluation of the literacy benchmark scores to determine effectiveness of reading program on student achievement and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of increased Benchmarkks scores shows that it is valuable in terms of supporting our effects to increase student achievement. 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: continue evaluation of benchmark scores and continue identification of student placement into the reading program. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2010-2011 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
        Action Type: Program Evaluation
        		 ACSIP Chairperson Start: 07/01/2009
        End: 06/30/2010
        • Teachers
        ACTION BUDGET: $
        Literacy lab is a program designed by a professor of reading from Harding University in Searcy, AR named Ken Stamatis. Literacy lab will be a three year training program for teachers of all contents, librarians, reading specialists, and the building Principal. The first year of the program will focus on reading skills and research concentrated on the most effective methods to increasing reading abilities and scores in students. Teachers are exposed to materials and research proving which strategies are most helpful to achieving literacy goals of both reading and writing. This is a program designed first and foremost for the content areas. The goal is to implement these practices not only in English classes but in all content areas thus the inclusion of these teachers and the principal. The school is to design a way to increase the use of these practices and, most importantly, the overall reading time of the students. The plan recommends two to four hours a day of reading for the students. The main goals for reading are the following: 1. Get students Engaged in reading 2. Create Fluency in the readers 3. Teach the students strategies for reading 4. Teach the students to self-monitor 5. Teach the students to be critical readers The program is beginning to be implemented throughout the curriculum in several ways. It is necessary for each school participating in literacy lab to have a building plan towards reading and writing goals. The following are the activities already in place: 1. English teachers in 8th grade utilizing the strategies learned. 2. Learning team made up of resource teachers and building Principal to study the literacy lab sanctioned book, The Fluent Reader to work with low readers on increasing goal number two above of fluency in reading. 3. Reading programs in three out of the four core content classes promoting and requiring novels to be read outside of class. History is required to read a book outside of the textbook readings each semester as well as the science classes. 4. Teacher support in engagement through visible signs of modeling reading and promoting personal reading. (goal number 1) 5. Increase of funds for classroom libraries through district funding and PTO donations. The second year of the program focuses on writing. Primarily it explains how to conduct writing workshop and the connections of responding to literature through writing. The third year is full implementation of the two workshops. The program is designed to replace the current curriculum and not merely become a supplement.
        Action Type: Alignment
        Action Type: Collaboration
        Action Type: Professional Development
        		 Matt Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • District Staff
        • Outside Consultants
        • Teachers
        ACTION BUDGET: $
        A FORMATIVE Reading Assessment using the scholastic reading inventory will be used to monitor student progress.
        Action Type: Program Evaluation
        		 Matt Saferite Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2009 administration of the 8th and 9th grade Augmented Benchmark, EOC, and SAT 10 Exams. 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 the following areas reflect our greatest need within the Literacy Priority: Multiple Content Passage, Open Response Literary, and the Writing Content and style domains. We will select Interventions and coordinate our various resources to address these areas. IN addition, we meet in departmental teams and as an entire faculty regularly 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 assessments.
        Action Type: Program Evaluation
        		 Principal Start: 07/01/2009
        End: 06/30/2010
        • Administrative Staff
        • Teachers
        ACTION BUDGET: $
        Total Budget: $0
        Intervention: One of the specific steps Ramay is taking to address the deficiency in our students' achievement is to formalize our building Curriculum Mapping process.
        Scientific Based Research: Jacobs, Heidi Hayes. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12. ASCD.
        Actions Person Responsible Timeline Resources Source of Funds
        All courses will be aligned vertically and horizontally. Teachers will identify gaps and redundancies within grades and between grade levels.
        Action Type: Alignment
        Action Type: Collaboration
        Action Type: Equity
        		 Warren Fyfe - Assistant principal Start: 07/01/2009
        End: 06/30/2010
          ACTION BUDGET: $
          All student's needs ( special education, ESL, Gifted and Talented, etc...) will be addressed through the application of the school's curriculum alignment.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          		 Warren Fyfe - Assistant principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • Outside Consultants
          • Teachers
          ACTION BUDGET: $
          Calendar based curriculum mapping in-service will be provided to all teachers to establish a school calendar for curriculum integration across subject areas. Action Type: Professional Development
          Action Type: Professional Development
          		 Mike Thomas-Professional Development Designee Start: 07/01/2009
          End: 06/30/2010
          • Computers
          • District Staff
          • Teachers
          ACTION BUDGET: $
          Parents will be able to access the appropriate grade level curriculum map through the Fayetteville Public Schools website. Action Type: Parental Engagement
          Action Type: Parental Engagement
          		 Technology Director-Admin Start: 07/01/2009
          End: 06/30/2010
          • Computers
          • District Staff
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: annual review of data conducted by the faculty. The annual review will include analysis of SAT 10, Benchmark, and EOC scores to determine any weaknesses in general population, subgroup populations and subtest areas. Weaknesses identified will be addressed in the curriculum mapping process. Adjustments to the horizontal, vertical and mapping of the curriculum will be made according to the data analysis. We determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of increased Benchmark scores shows that it is valuable in terms of supporting our effects to increase student achievement. During the 2009-20010 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: continue building Curriculum Mapping process. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 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
          		 ACSIP Chair Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          There will be annual review of data conducted by the faculty. The annual review will include analysis of SUMMATIVE ITBS, Benchmark, and EOC scores to determine any weaknesses in general population, subgroup populations and subtest areas. Weaknesses identified will be addressed in the FORMATIVE curriculum mapping process. Adjustments to the horizontal, vertical and mapping of the curriculum will be made according to the data analysis.
          Action Type: Alignment
          Action Type: Program Evaluation
          		 ACSIP Chairperson Start: 07/01/2009
          End: 06/30/2009
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Total Budget: $0
          Priority 2: Improving Mathematics achievement, specifically in the area of Open Response.
          Supporting Data: 
          1. In 2007, 60% of combined students scored at or above proficient
on Benchmark- 8th Grade Mathematics Exam;
41% of African American students scored at or above proficient;
37% of Hispanic students scored at or above proficient:
66% of Caucasian students scored at or above proficient;
39% of Socio Economic Deprived Students students scored at or above
proficient;
40% of LEP students scored at or above proficient;
5% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice algebra, multiple choice measurement, open response number sense,
properties, and operations, and open response measurement.

The lowest identified areas for African American were: multiple choice
measurement, multiple choice multiple choice data analysis and
probability, open response number sense, properties, and operations, and
open response measurement.

The lowest identified areas for Hispanic were: multiple choice algebra,
and multiple choice measurement, open response number sense, properties,
and operations, and open response measurement.


The lowest identified areas for Caucasians were: 
multiple choice number sense, properties, and operations, multiple choice
measurement, open response number sense, properties, and operations, and
open response measurement.

The lowest identified areas for LEP students were: multiple choice
algebra, multiple choice measurement, open response number sense,
properties, and operations, and open response measurement.

The lowest identified areas for Students with Disabilities were:  multiple
choice number sense, properties, and operations, multiple choice
measurement, open response number sense, properties, and operations, and
open response measurement.


The lowest identified areas for Socio Economic Deprived were: multiple
choice measurement, multiple choice data analysis and probability, open
response number sense, properties, and operations, and open response
measurement.


          2. In 2008, 70% of combined students scored at or above proficient
on Benchmark- 8th Grade Mathematics Exam;
55% of African American students scored at or above proficient;
39% of Hispanic students scored at or above proficient:
78% of Caucasian students scored at or above proficient;
52% of Socio Economic Deprived Students students scored at or above
proficient;
30% of LEP students scored at or above proficient;
28% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice numbers and operations, multiple choice measurement,open response
measurement, and open response numbers and operations.

The lowest identified areas for African American were: multiple choice
numbers and operations, multiple choice measurement, open response
measurement, and open response numbers and operations.

The lowest identified areas for Hispanic were: 
multiple choice numbers and operations, multiple choice measurement, open
response numbers and operations, and open response measurement.

The lowest identified areas for Caucasians were: 
multiple choice numbers and operations, multiple choice measurement, open
response numbers and operations, and open response algebra.

The lowest identified areas for LEP students were: multipe choice numbers
and operations, multiple choice measurement, open response, numbers and
operations, and open response measurement.

The lowest identified areas for Students with Disabilities were:  multiple
choice measurement, multiple choice measurement, open response numbers and
operations, and open response measurement.


The lowest identified areas for Socio Economic Deprived were: multiple
choice numbers and operations, multiple choice measurement, open response
numbers and operations, and open response measurement.

          3. In 2009, 72% of combined students scored at or above proficient
on Benchmark- 8th Grade Mathematics Exam;
53% of African American students scored at or above proficient;
67% of Hispanic students scored at or above proficient:
79% of Caucasian students scored at or above proficient;
58% of Socio Economic Deprived Students students scored at or above
proficient;
60% of LEP students scored at or above proficient;
24% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice numbers and operations, multiple choice geometry, open response
geometry, and open response numbers and operations.

The lowest identified areas for African American were: multiple choice
geometry, multiple choice numbers and operations, open response geometry,
and open response numbers and operations.

The lowest identified areas for Hispanic were: 
multiple choice geometry, multiple choice numbers and operations, open
response geometry and open response numbers and operations.


The lowest identified areas for Caucasians were: 
multiple choice numbers and operations, multiple choice data analysis and
probability, open response geometry, and open response numbers and
operations.

The lowest identified areas for LEP students were: multiple choice
geometry, multiple choice numbers and operations, open response geometry,
and open response algebra.

The lowest identified areas for Students with Disabilities were:  multiple
choice numbers and operations, multiple choice data analysis and
probability, open response algebra, and open response numbers and
operations.


The lowest identified areas for Socio Economic Deprived were: multiple
choice geometry, multiple choice numbers and operations, open response
geometry, and open response numbers and operations.

          4. Grade 8- Iowa Test of Basic Skills (ITBS) 2007:

Combined Population: 333 students were tested and 59.8% scored above the
50th percentile.  The anylisis of the Concepts and Estimation subtest,
Problem Solving and Data Interpretation subtests revealed weaknesses in
Problems and Data Interpretation.

Caucasian: 222 students were tested and  66.5% scored above the 50th
percentile. The analysis of the Concepts and Estimation subtest, Problem
Solving and Data Interpretation subtests revealed weaknesses in Problems
and Data Interpretation.

Hispanic: 38 students were tested and 51.4% scored above the 50th
percentile. The analysis of the Concepts and Estimation subtest, Problem
Solving and Data Interpretation subtests  revealed weaknesses in Problems
and Data Interpretation.

African American:  50 students were tested and 30% scored above the 50th
percentile. The analysis of the Concepts and Estimation subtest, Problem
Solving and Data Interpretation subtests revealed weaknesses in Problems
and Data Interpretation.

Economically Disadvantaged:  128 students were tested and 40.2% scored
above the 50th percentile. The analysis of the Concepts and Estimation
subtest, Problem Solving and Data Interpretation subtests revealed
weaknesses in Problems and Data Interpretation.

Students with Disabilities: 39 students were tested and 10.5% scored above
the 50th percentile. The analysis of the Concepts and Estimation subtest,
Problem Solving and Data Interpretation subtests revealed weaknesses in
Problems and Data Interpretation.

Limited English Proficiency:  30 students were tested and 48.3% scored
above the 50th percentile. The analysis of the Concepts and Estimation
subtest, Problem Solving and Data Interpretation subtests revealed
weaknesses in Math Concepts.	

SAT-10 (08): Combined (Total) Population: Total Math, Grade 8: In 2008,
304 students were tested and 75.3% had an NPR score of 50, or above.

Caucasian: 210 students were tested and 80% scored above the 50th
percentile. 

Hispanic:  33  students were tested and 66.7% scored above the 50th
percentile.

African American:  49 students were tested and 59.2% scored above the 50th
percentile. 

Economically Disadvantaged: 131 students were tested and 61.1% scored
above the 50th percentile. 

Students with Disabilities: 33 students were tested and 24.2% scored above
the 50th percentile. 

Limited English Proficiency:  25 students were tested and 64 % scored
above the 50th percentile. 


SAT-10 (09): Combined (Total) Population: Total Math, Grade 8: In 2009,
306 students were tested and 74% had an NPR score of 50, or above.

Caucasian: 198 students were tested and 83% scored above the 50th
percentile. 

Hispanic:  52 students were tested and 67% scored above the 50th
percentile.

African American:  38 students were tested and 53% scored above the 50th
percentile. 

Economically Disadvantaged: 150 students were tested and 62% scored above
the 50th percentile. 

Students with Disabilities: 34 students were tested and 31% scored above
the 50th percentile. 

Limited English Proficiency:  43 students were tested and 62 % scored
above the 50th percentile. 


          5. Grade 9- Iowa Test of Basic Skills (ITED) 2007:

Combined Population: 271 students were tested and 52.8% scored above the
50th percentile.  The anylisis of the Concepts and Estimation subtest,
Problem Solving and Data Interpretation subtests revealed weaknesses in
Math Computation.

Caucasian: 189 students were tested and  58.8% scored above the 50th
percentile. The analysis of the Concepts and Estimation subtest, Problem
Solving and Data Interpretation subtests revealed weaknesses in Math
Computation.

Hispanic: 24 students were tested and 37.5% scored above the 50th
percentile. The analysis of the Concepts and Estimation subtest, Problem
Solving and Data Interpretation subtests  revealed weaknesses in Math
Computation.

African American:  39 students were tested and 25.6% scored above the 50th
percentile. The analysis of the Concepts and Estimation subtest, Problem
Solving and Data Interpretation subtests revealed weaknesses in Math
Computation.

Economically Disadvantaged:  98 students were tested and 34.7% scored
above the 50th percentile. The analysis of the Concepts and Estimation
subtest, Problem Solving and Data Interpretation subtests revealed
weaknesses in Math Computation.

Students with Disabilities: 34 students were tested and 2.9% scored above
the 50th percentile. The analysis of the Concepts and Estimation subtest,
Problem Solving and Data Interpretation subtests revealed weaknesses in
Math Computation and Math Total Without Comp.

Limited English Proficiency:  26 students were tested and 42.3% scored
above the 50th percentile. The analysis of the Concepts and Estimation
subtest, Problem Solving and Data Interpretation subtests revealed
weaknesses in Math Computation.


SAT-10 (08): Combined (Total) Population: Total Math, Grade 9: In 2008,
323 students were tested and 73.7% had an NPR score of 50, or above. 

Caucasian: 213 students were tested and 78.4% scored above the 50th
percentile.

Hispanic:  38  students were tested and 55.3% scored above the 50th
percentile.

African American:  47 students were tested and 59.6% scored above the 50th
percentile.

Economically Disadvantaged: 124 students were tested and 60.5% scored
above the 50th percentile. 

Students with Disabilities: 39 students were tested and 23.1% scored above
the 50th percentile. 

Limited English Proficiency:  25 students were tested and 48 % scored
above the 50th percentile. 

SAT-10 (09): Combined (Total) Population: Total Math, Grade 9: In 2009,
307 students were tested and 82% had an NPR score of 50, or above. 

Caucasian: 210 students were tested and 82% scored above the 50th
percentile.

Hispanic:  37 students were tested and 81% scored above the 50th
percentile.

African American:  47 students were tested and 82% scored above the 50th
percentile.

Economically Disadvantaged: 130 students were tested and 73% scored above
the 50th percentile. 

Students with Disabilities: 21 students were tested and 42% scored above
the 50th percentile. 

Limited English Proficiency: 25 students were tested and 76% scored above
the 50th percentile. 



          6. In 2007, 81% of combined students scored at or above proficient
on Grade 9 Algebra End of Course Exam;
64% of African American students scored at or above proficient:
74% of Hispanic students scored at or above proficient:
85% of Caucasian students scored at or above proficient;
63% of Socio Economic Deprived Students students scored at or above
proficient;
65% of LEP students scored at or above proficient:.
60% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice language of algebra, multiple choice solve equations and
inequalities, open response language of algebra, and open response data
integration and probabilty.

The lowest identified areas for African American were: multiple choice
solve equations and inequalities, multiple choice data integration and
probability, open response language of algebra, and open response data
integration and probability.


The lowest identified areas for Hispanic were: multiple choice language of
algebra, multiple choice solve equations and inequalities, open response
language of algebra, and open response data integration and probability.

The lowest identified areas for Caucasians were:
multiple choice language of algebra, multiple choice solve equations and
inequalities, open response language of algebra, and open response data
integration and probability.

The lowest identified areas for LEP students were: multiple choice linear
functions, multiple choice data integration and probabilty, open response
language of algebra, and open response data integration and probability.


The lowest identified areas for Students with Disabilities were:  multiple
choice language of algebra, multiple choice solve equations and
inequalities, open response language of algebra, and open response data
integration and probability.

The lowest identified areas for Socio Economic Deprived were: multiple
choice solve equations and inequalities, multiple choice data integration
and probabilty, open response language of algebra, and open response data
integration and probabilty.


          7. In 2008, 75% of combined students scored at or above proficient
on Grade 9 Algebra End of Course Exam;
74% of African American students scored at or above proficient:
62% of Hispanic students scored at or above proficient:
78% of Caucasian students scored at or above proficient;
67% of Socio Economic Deprived Students students scored at or above
proficient;
54% of LEP students scored at or above proficient:.
35% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice solving equations and inequalities, multiple choice non-linear
functions, open response linear functions, and open response solving
equations and inequalities.

The lowest identified areas for African American were: multiple choice
solving equations and inequalities, multiple choice non-linear functions,
open response solving equations and inequalities, and open response linear
functions.


The lowest identified areas for Hispanic were: 
multiple choice language of algebra, multiple choice solving equations and
inequalities, open response solving equations and inequalities, and open
response linear functions.

The lowest identified areas for Caucasians were:
multiple choice language of algebra, multiple choice non-linear functions,
open response solving equations and inequalities, and open response linear
functions.


The lowest identified areas for LEP students were: multiple choice linear
functions, multiple choice solving equations and inequalities, open
response solving equations and inequalities, and open response linear
functions.

The lowest identified areas for Students with Disabilities were:  multiple
choice linear functions, multiple choice data interpretation and
probability, open response solving equations and inequalities and open
response linear functions.

The lowest identified areas for Socio Economic Deprived were: multiple
choice solving equations and inequalities, multiple choice non-linear
functions, open response solving equations and inequalities, and open
response linear functions.


          8.  
            In 2009, 82% of combined students scored at or above proficient
on Grade 9 Algebra End of Course Exam;
70% of African American students scored at or above proficient:
73% of Hispanic students scored at or above proficient:
87% of Caucasian students scored at or above proficient;
74% of Socio Economic Deprived Students students scored at or above
proficient;
73% of LEP students scored at or above proficient:.
67% of Students with Disabilities students scored at or above proficient;

The lowest identified areas for the combined population were: multiple
choice language of algebra, multiple choice non-linear functions, open
response non-linear functions, and open response data interpretation and
probability.

The lowest identified areas for African American were: multiple choice
language of algebra, multiple choice non-linear functions, open response
non-linear functions, and open response data interpretation and
probability.


The lowest identified areas for Hispanic were: 
multiple choice language of algebra, multiple choice data interpretation
and probability, open response non-linear functions, and open response
data interpretation and probability.


The lowest identified areas for Caucasians were:
multiple choice language of algebra, multiple choice non-linear functions,
open response language of algebra, and open response non-linear functions.



The lowest identified areas for LEP students were: multiple choice
language of algebra, multiple choice data interpretation and probability,
open response non-linear functions, and open response data interpretation
and probability.

The lowest identified areas for Students with Disabilities were: multiple
choice solving equations and inequalities, multiple choice data
interpretaion and probabilty, open response linear functions, open
response non-linear functions, and open response data interpretation and
probability.

The lowest identified areas for Socio Economic Deprived were: multiple
choice language of algebra, multiple choice non-linear functions, open
response non-linear functions, and open response data interpretation and
probability.



          9. In 2007, 99% of combined students scored at or above proficient
on Grade 9 Geometry End of Year Course Exam;
Less than 10 African American Students were tested.
Less than 10 Hispanic Students were tested.
99% of Caucasian students scored at or above proficient;
100% of Socio Economic Deprived Students scored at or above proficient.
Less than 10 LEP students were tested. 
Less than 10 Students with Disabilities students were tested.

The lowest identified areas for the combined population were: multiple
choice triangles, multiple choice measurement, open response language of
geometry, and open response triangles.

The lowest identified areas for African American were: Less than 10
students were tested.

The lowest identified areas for Hispanic were: Less than 10 students were
tested.

The lowest identified areas for Caucasians were: multiple choice language
of geometry, multiple choice triangles, open response language of
geometry, and open response triangles.

The lowest identified areas for LEP students were: Less than 10 students
were tested.

The lowest identified areas for Students with Disabilities were:  Less
than 10 students were tested.

The lowest identified areas for Socio Economic Deprived were: multiple
choice triangles, multiple choice measurement, open response triangles,
and open response coordinate geometry and transformations.


          10. In 2008, 98% of combined students scored at or above proficient
on Grade 9 Geometry End of Year Course Exam;
of African American students scored at or above proficient
Less than 10 Hispanic students were tested.
99% of Caucasian students scored at or above proficient;
100% of Socio Economic Deprived Students scored at or above proficient.
Less than 10 LEP students were tested.
Less than 10 students with Disabilities were tested.

The lowest identified areas for the combined population were: multiple
choice language of geometry, multiple choice coordinate geometry and
transformations, open response language of geometry, and open response
coordinate geometry and transformations.

The lowest identified areas for African American were: multiple choice
measurement, multiple choice coordinate geometry and transformations, open
response language of geometry, and open response coordinate geometry and
transformations.


The lowest identified areas for Hispanic were:
multiple choice language of geometry, multiple choice coordinate geometry
and transformations, open response language of geometry, open response
measurement, and open response coordinate geometry and transformations.

The lowest identified areas for Caucasians were: 
multiple choice language of geometry, multiple choice coordinate geometry
and transformations, open response language of geometry, and open response
coordinate geometry and transformations.

The lowest identified areas for LEP students were:
Less than 10 students were tested.

The lowest identified areas for Students with Disabilities were:  Less
than 10 students were tested.

The lowest identified areas for Socio Economic Deprived were: multiple
choice language of geometry, multiple choice relationships between two and
three dimensions, open response language of geometry, and open response
coordinate geometry and transformations. 


          11. In 2009, 100% of combined students scored at or above proficient
on Grade 9 Geometry End of Year Course Exam;

Less than 10 African American students were tested.
Less than 10 Hispanic students were tested.
100% of Caucasian students scored at or above proficient;
100% of Socio Economic Deprived Students scored at or above proficient.
Less than 10 LEP students were tested.
Less than 10 Students with Disabilities were tested.

The lowest identified areas for the combined population were: multiple
choice relationship between two and three dimensions, multiple choice
coordinate geometry and transformations, open response triangles, and open
response coordinate geometry and transformations.

Less than 10 African American students were tested.

Less than 10 Hispanic students were tested.

The lowest identified areas for Caucasians were: 
multiple choice relationships between two and three dimensions, multiple
choice coordinate geometry and transformations, open response triangles,
open response coordinate geometry and transformations.

Less than 10 LEP students were tested.

Less than 10 Students with Disabilities were tested.

The lowest identified areas for Socio Economic Deprived were: multiple
choice measurement, multiple choice coordinate geometry and
transformations, open response measurement, and open response coordinate
geometry and transformations.


          12. Attendance Rate: In 2009, the attendance rate was 93.6%. In 2008, the
attendance rate was 93.7%. In 2007, the attendance rate was 94.03%.
          Goal All students will improve in mathematic skills and responding to constructed response questions with additional attention to Measurement and Patterns, Algebra and Functions mathematic strands.
          Benchmark The Combined Population in each Subpop MET the 2009 AYP Target of 55.69% scoring Proficient/Advanced. It is expected that each of these populations will meet, or exceed, the 2010 AYP target of 64.55% scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models. The status of the school is met standards or achieving.
          Benchmark
          Intervention: Integrate Math Across The Curriculum: Mathematics and Future Opportunities: Middle School: Getting on the Road to Challenging Mathematics and Science Courses(www.ed.gov).
          Scientific Based Research: The Power of Convergent Learning, C. Damian (2001)Class Size Berliner, David C., Biddle, Bruce J. Small Class size and Its Effects. Educational Leadership. Vol.59 No. 5 February 2002. pp.12-23.
          Actions Person Responsible Timeline Resources Source of Funds
          Provide release days for 8th and 9th grade mathematics teachers to collaborate on vertical and horizontal alignment of mathematics and creation of practice exams.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Professional Development
          		 Matt Saferite- Principal Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Use restructuring or inservice days for teachers to identify mathematics concepts that can be incorporated into every content area.
          Action Type: Professional Development
          		 Lori Linam- Math Teacher/Committee Chair Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Incorporate Mathematics skills and strategies from the Arkansas Frameworks into the curriculum of Science and Technology.
          Action Type: Alignment
          Action Type: Collaboration
          		 Lori Linam- Mathematics Teacher/Chair Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • District Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Classroom teachers, special education teachers and other support staff will collaborate to implement differentiated strategies for students with Academic Improvement Plans and/or special needs to improve mathematics skills. Include special education teachers in all mathematics curriculum departmental meetings
          Action Type: AIP/IRI
          Action Type: Collaboration
          Action Type: Equity
          Action Type: Special Education
          		 Lori Linam- Math Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Utilize a English Language Learners teachers for a program to help ELL students with problem mathematics areas.
          Action Type: AIP/IRI
          Action Type: Equity
          		 Staci Mann - ELL Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Central Office
          • Performance Assessments
          ACTION BUDGET: $
          Classroom teachers use Peer Response strategies to help students with open response items using a school wide standardized rubric for mathematics.
          Action Type: Alignment
          		 Maridith Gebhart - Math Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • District Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          8th and 9th grade Pre-AP Science courses in which Math and Science will be taught in a more rigorous learning environment will be offered. Math Across the Curriculum will be implemented.
          Action Type: Alignment
          		 Tamera Shreve - Science Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          Require FORMATIVE performance assessments using constructed response questions with rubrics to enable students to demonstrate proficiency in responding to mathematics open response questions in across the curriculum.
          Action Type: Program Evaluation
          		 Matt Saferite - Principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: creation of a notebook of all previous teacher- made math constructed response questions for teachers to use for ideas, references, or interdisciplinary lessons, and learning checks. We determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of increased student achievement on Benchmark scores shows that it is valuable in terms of supporting our effects to increase student achievement. 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: continue integration of Math Across the Curriculum. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2010-2011 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
          Action Type: Collaboration
          Action Type: Program Evaluation
          		 Matt Saferite- Principal Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          ACTION BUDGET: $
          Title IIA funds will be used to supplement professional development training in the area of mathematics student achievement. Teachers and staff will participate in a variety of workshops and conferences. The expected outcome of this professional development is to develop strategies to improve student achievement in mathematics.
          Action Type: Professional Development
          		 Matt Saferite - Principal Start: 07/01/2009
          End: 06/30/2010
          • Teachers
          Title II-A - Materials & Supplies: $999.00
          Title II-A - Purchased Services: $4500.00
          ACTION BUDGET: $5499
          CSR teacher will work with other 8th grade Mathematics teachers in assigned building. An increase in student performance is expected in Mathematics in the all students. Pre and Post testing will include the use of 7th and 8th grade SUMMATIVE assessments, such as SAT 10, Quarterly Assessments, Benchmarks and End of Course Exams grouping questions into the five strands.
          Action Type: Alignment
          Action Type: Collaboration
          Action Type: Equity
          		 Matt Saferite Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • District Staff
          • Teachers
          ACTION BUDGET: $
          All teachers are designated to help with either writing, reading, or math open response questions. 8th grade English teachers are designated to implement writing prompts. Math teachers are designated to prepare students for the Math portion of the ACTAAP. All other teachers are designated to incorporate reading open responses.
          Action Type: AIP/IRI
          		 Matt Saferite Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          All courses will be aligned vertically and horizontally. Teachers will identify gaps and redundancies within grades and between grade levels.
          Action Type: Alignment
          		 Warren Fyfe- Assistant Principal Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Total Budget: $5499
          Intervention: We will use technology to integrate math frameworks to enhance the achievement of all students.
          Scientific Based Research: Calculators in the hands of every child: Graphing Calculators in the Mathematics Classroom, J.P. Smith (1998).
          Actions Person Responsible Timeline Resources Source of Funds
          The TI- Navigator learning system will be used in the 8th grade Algebra I classrooms and Classroom Performance Systems will be used for FORMATIVE point in time remediation including knowledge map learning checks. These learning systems provide wireless transmission of information from the student's calculator to and from the teacher's computer to instantly assess student performance on questions, quizzes, test and daily assignments.
          Action Type: Technology Inclusion
          		 Lori Linam - Math Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Computers
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          Utilize a calculator rental program for students who are not able to obtain a calculator on their own so that all 8th grade students will be able to utilize the TI-Navigator System. Secure funds for annual upkeep and upgrade of rental program and materials.
          Action Type: Equity
          Action Type: Technology Inclusion
          		 Math Department Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          Provide teachers with staff development on how to use and incorporate the calculators into curriculum.
          Action Type: Alignment
          Action Type: Professional Development
          Action Type: Technology Inclusion
          		 Lori Linam - Math Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Teachers
          ACTION BUDGET: $
          Compare end of year SUMMATIVE Algebra I exam with previous years performance. Use classroom assessment regularly using graphing calculators. Math teachers collaborate on release days on effectiveness of graphing calculators.
          Action Type: Program Evaluation
          		 Lori Linam - Math Teacher Start: 07/01/2009
          End: 06/30/2010
          • Administrative Staff
          • Performance Assessments
          • Teachers
          ACTION BUDGET: $
          PROGRAM EVALUATION: At the conclusion of the 2007-2008 school year we evaluated this Intervention/Program through: utilized graphing calculators in regular classroom assessment and determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of increased Benchmark scores shows that it is valuable in terms of supporting our effects to increase student achievement. During the 2008-2009 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: increase in the use of technology to improve student achievement in Math. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2009-2010 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
          Action Type: Program Evaluation
          		 Lori Linam-Math Teacher Start: 07/01/2009
          End: 06/30/2010
            ACTION BUDGET: $
            COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2009 administration of the 8th and 9th grade Augmented Benchmark, EOC, and SAT 10 Exams. 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 the following areas reflect our greatest need within the Mathematics Priority: Multiple Choice Numbers and Operations, Multiple Choice Geometry, and Open Response Numbers and Operations. We will select Interventions and coordinate our various resources to address these areas. IN addition, we meet in departmental teams and as an entire faculty regularly 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 assessments.
            Action Type: Alignment
            Action Type: Program Evaluation
            		 Principal Start: 07/01/2009
            End: 06/30/2010
              ACTION BUDGET: $
              Total Budget: $0
              Intervention: School wide to INVOLVE PARENTS.
              Scientific Based Research: Involving Parents in the School Community: National PTA's National Standards for Parent/Family Involvement Programs (2002); The Administrators Guide to School and Community Relations, G.E. Pawlas (1995)
              Actions Person Responsible Timeline Resources Source of Funds
              A Parent night will be hosted for the upcoming eighth grade students and parents so that parents may be involved in the daily school processes of their children.
              Action Type: Parental Engagement
              		 Cindy Caudle - Counselor Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              Eighth grade orientation will be held for upcoming students and parents to familiarize them with school schedules, use of lockers, layout of building and classrooms, etc... in order to ease the student transition to a new school.
              Action Type: Parental Engagement
              		 Cheryl Moore- Counselor Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              An orientation will be held for students enrolled in a Pre-AP course(s) and /or Gifted and Talented program to familiarize parents and students of curriculum expectations.
              Action Type: Parental Engagement
              		 Cindy Gray Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              All parents are encouraged to become a member of the Parent Teacher Organization (PTO) to support curricular and extracurricular activities of students.
              Action Type: Parental Engagement
              		 PTO President Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              Parents are invited to attend the Ramay Open House night at the beginning of the school year to meet and visit with teachers, administrators regarding the upcoming school year.
              Action Type: Parental Engagement
              		 Curriculum Specialist Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              An online grade viewer will be accessible to all parents so that they may check on their child's academic progress at any time during the school year. Grades are updated weekly by classroom teachers to allow two-way communication
              Action Type: AIP/IRI
              Action Type: Parental Engagement
              Action Type: Technology Inclusion
              		 Curriculum Specialist Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Computers
              • Teachers
              ACTION BUDGET: $
              Reports will be sent home by classroom teachers four times a year, each report occurring in the middle of the quarter. Reports are sent out to gain contact with parents regarding the academic progress of students.
              Action Type: AIP/IRI
              Action Type: Parental Engagement
              		 Warren Fyfe- Assistant Principal Start: 07/01/2009
              End: 06/30/2010
              • Administrative Staff
              • Teachers
              ACTION BUDGET: $
              Parents will be invited to an 8th/9th grade awards assembly held at the end of each semester to honor and recognize student achievement in the areas of personal improvement, citizenship, attendance, academics and character development. Qualifying students receive certificates of achievement and various items donated by the business community.
              Action Type: Parental Engagement
              		 Matt Saferite - Principal Start: 07/01/2009
              End: 06/30/2010
                ACTION BUDGET: $
                Parent/ Teacher Conferences will be held twice a year to involve parents in the academic and citizenship achievement of their children and provide the opportunity for two-way communication.
                Action Type: AIP/IRI
                Action Type: Parental Engagement
                		 Matt Saferite - Principal Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Computers
                • Teachers
                ACTION BUDGET: $
                All parents of band students are encouraged to become members of the Band Booster Club to support and encourage their child's involvement in extracurricular activities.
                Action Type: Parental Engagement
                		 Lewis Clark - Band Director Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Teachers
                ACTION BUDGET: $
                All parents of athletic students are encouraged to become members of the Athletic Booster Club to support and encourage their child's involvement in extracurricular activities.
                Action Type: Parental Engagement
                		 Craig Foringer- Head Coach Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Teachers
                ACTION BUDGET: $
                Students will be required to use an agenda in every classroom for the purpose of communicating with parents, and learning organizational and management skills. Teachers will update individual student grades weekly.
                Action Type: Collaboration
                Action Type: Parental Engagement
                		 Matt Saferite - Principal Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • Teachers
                ACTION BUDGET: $
                Parents may review textbooks for curriculum subjects before selection is made.
                Action Type: Parental Engagement
                		 Peggy Burnett - Science Teacher Start: 07/01/2009
                End: 06/30/2010
                • Teachers
                ACTION BUDGET: $
                A Parent section will be created and maintained in the library for parents/guardians to utilize materials such as videos, books, tapes, magazines, etc... that parents may check out with regards to child development issues.
                Action Type: Parental Engagement
                		 Ann Sorenson - Library Media Specialist Start: 07/01/2009
                End: 06/30/2010
                • Administrative Staff
                • School Library
                • Teachers
                ACTION BUDGET: $
                A Parental section will be created and maintained in the office counseling area regarding information about current child, student development issues.
                Action Type: Parental Engagement
                		 Cindy Caudle - Counselor Start: 07/01/2009
                End: 06/30/2010
                  ACTION BUDGET: $
                  All parents and students will meet with a designated teacher/advisor during scheduled times for Career and Academic Planning (CAP) to discuss the future academic needs of individual students and to design a schedule of classes for the following school year to meet the individual needs of each student.
                  Action Type: AIP/IRI
                  Action Type: Parental Engagement
                  		 Cindy Caudle - Counselor 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: a teacher-conducted questionnaire with parents during CAP conferences in order to assess the effectiveness of parental engagement throughout the school and to evaluate 8th and 9th grade parent involvement. We determined that it was effective in support of our Curriculum, Instruction, Assessment, and Professional Development. We believe the EVALUATION EVIDENCE of parental involvement participation shows that it is valuable in terms of supporting our effects to increase student achievement. 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: continue parental involvement opportunities. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2010-2011 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
                  Action Type: Parental Engagement
                  Action Type: Program Evaluation
                  		 Cheryl Moore -Counselor Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • Teachers
                  ACTION BUDGET: $
                  Total Budget: $0
                  Priority 3: To increase student awareness and knowledge of the effects of good nutrition and physical activity.
                  Supporting Data:
                  1. In 2008-2009, BMI results for Ramay Junior High indicated that 41.4% of the student male population was at risk of being overweight or were overweight. In 2007-2008, BMI results for Ramay Junior High indicated that 41.1% of the student male population was at risk of being overweight or were overweight. This is an increase of 6.2% indicated from the 2006-2007 BMI screening. In 2006-2007, BMI results for Ramay Junior High indicated that 34.9% of the student male population was at risk of being overweight or were overweight. This is a decrease of 4% indicated from the 2005-2006 BMI screening.
                  2. In 2008-2009, BMI results for Ramay Junior High indicated that 32.5% of the female student population were at risk of being overweight or were overweight. In 2007-2008, BMI results for Ramay Junior High indicated that 33.3% of the female student population were at risk of being overweight or were overweight. This is a decrease of 1.3% indicated from the 2006-2007 BMI screening. In 2006-2007, BMI results for Ramay Junior High indicated that 34.6% of the female student population were at risk of being overweight or were overweight. This is an increase of 0.6% indicated from the 2005-2006 BMI screening.
                  3. As related by the Arkansas Governor's Initiative Healthy Arkansas, 55.3% of Arkansans failed to meet recommendations for moderate or vigorous activity. (http://www.arkansas.gov/ha/physical)
                  4. Based on the 2006-2007 SHI Survey, the two lowest scoring modules were module 1 and module 5 ("approach to school health and safety policies and environment" and "health services"). Ramay's survey results in these two module indicated levels of approximately 71% (28/39 possible points). Based on the Student Health Index Survey completed online for the 2007-2008 school year, Ramay Junior High needs to improve it's "health promotion for staff" (module 7) and it's "family and community involvement" (module 8). Based on the Student Health Index Survey completed online for the 2008-2009 school year, Ramay Junior High needs to improve it's "Nutrition Services" (module 4) and it's "family and community involvement" (module 8).
                  5. National Youth Risk Behavior Survey (YRBS):2005 The percentage of 9-12 grade students that did not participate in any vigorous or moderate physical activity has not significantly changed since 1999. The number of students who attended physical education classes on one or more days in an average week when they were in school has not significantly changed since 1995. The number of students who watched television on an average school day for three or more hours per day has significantly decreased (5.6%) since 1999.
                  6. Free/Reduced Rate: In 2008 the percentage of free and reduced lunch was 40.5%. In 2007 the percentage of free and reduced lunch was 39.4%. In 2006 the percentage of free and reduced lunch was 33%.
                  Goal Students participating in the BMI activity show a need to improve their cardiovascular, muscular strength/endurance, and flexibility activity.
                  Benchmark Healthier BMI results will be evident by June 30, 2010. There will be a 1/2% difference in the 2009-2010 BMI results indicating healthier lifestyles are being practiced.
                  Intervention: Ramay Junior High will encourage strategies and activities that encourage a non-sedentary lifestyle.
                  Scientific Based Research: Let's Get Physical - Promotion and Education Strategies by Dr. Hal Wechsler http://www.fns.usda.gov/oane/menu/NNEC/Filed/2003/LetsGetPhysical.pdf
                  Actions Person Responsible Timeline Resources Source of Funds
                  Students that participate in physical education or athletics during the school day will recieve no less than 50 minutes of physical activity per day (a minimum of 250 minutes each week).
                  Action Type: Wellness
                  		 Matt Saferite - Principal Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • Teachers
                  ACTION BUDGET: $
                  Implement and require participation in an extracurricular program that supports physical activity, i.e. walking challenge, personal fitness class, volleyball, aerobics, etc., for kids not enrolled in physical education or athletics.
                  Action Type: Collaboration
                  Action Type: Parental Engagement
                  Action Type: Wellness
                  		 Matt Saferite - Principal Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  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 quarterly for their effectiveness by department chairs.
                  Action Type: Wellness
                  		 Matt Saferite - 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: implemented and encouraged participation in physical education program taught by a highly qualified teacher that supports physical activity. We believe the EVALUATION EVIDENCE shows that it is valuable in terms of supporting our effects to increase student achievement. 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: increase strategies and activities that encourage a non-sedentary lifestyle. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 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
                  Action Type: Wellness
                  		 Matt Saferite Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • Teachers
                  ACTION BUDGET: $
                  Promote reduction of time children spend engaged in sedentary activities such as watching television by sending home informational packages that include tips for parents/caregivers.
                  Action Type: Collaboration
                  Action Type: Parental Engagement
                  Action Type: Program Evaluation
                  Action Type: Wellness
                  		 Matt Saferite Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • Teachers
                  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
                  		 Matt Saferite-Principal Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • Teachers
                  ACTION BUDGET: $
                  To assess Ramay Junior High School's physical education program, parents, students, and faculty members will be invited to participate in a survey.
                  Action Type: Collaboration
                  Action Type: Parental Engagement
                  Action Type: Program Evaluation
                  Action Type: Wellness
                  		 Matt Saferite Start: 07/01/2009
                  End: 06/30/2010
                  • Administrative Staff
                  • Teachers
                  ACTION BUDGET: $
                  All 8th grade students participate in Physical Education at least one class period a week.
                  Action Type: Wellness
                  		 Matt Saferite - Principal Start: 07/01/2009
                  End: 06/30/2010
                    ACTION BUDGET: $
                    Total Budget: $0
                    Intervention: Increase awareness and knowledge of the benefits of sound nutritional practices for lifelong health and wellness.
                    Scientific Based Research: Alliance for a Healthier Generation http://www.healthiergeneration.org/about.aspx
                    Actions Person Responsible Timeline Resources Source of Funds
                    Meeting guidelines outlined in ACT 1220.
                    Action Type: Wellness
                    		 Matt Saferite Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • 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 quarterly for their effectiveness by department chairs
                    Action Type: Wellness
                    		 Matt Saferite - Principal Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • Teachers
                    ACTION BUDGET: $
                    Based on the Student Health Index Survey completed online for the 2007-2008 school year, Ramay Junior High needs to improve it's "health promotion for staff" (module 7) and it's "family and community involvement" (module 8).
                    Action Type: Wellness
                    		 Matt Saferite - Principal Start: 07/01/2009
                    End: 06/30/2010
                    • Administrative Staff
                    • District Staff
                    • Teachers
                    ACTION BUDGET: $
                    PROGRAM EVALUATION: At the conclusion of the 2008-2009 school year we evaluated this Intervention/Program through: evaluated BMI data, School Health Index factors, recommendations, and survey results as well as school policies and practices related to student health and safety. We believe the EVALUATION EVIDENCE shows that it is valuable in terms of supporting our effects to increase student achievement. 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: utilize available information to promote lifelong health and wellness. We will use this information to determine whether the objectives of this intervention program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results in our 2010-2011 ACSIP plan, and use those evaluation results in making decisions that impact our future instructional program.
                    Action Type: Program Evaluation
                    Action Type: Wellness
                    		 Matt Saferite - Principal Start: 07/01/2009
                    End: 06/30/2010
                      ACTION BUDGET: $
                      COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the BMI data from 2009 along with the school health index survey. We examined the results from each grade level and gender to determine areas of weakness for the purpose of establishing student achievement 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. Our 2009 Supporting Data Statements show the discrepancies in BMI among our various populations. We are adjusting our schoolwide physical activity practices to better meet the needs of all our students, staff and parents. Based on our Data Analysis we came to the conclusion that the following areas reflect our greatest need within the Wellness Priority: Health promotion for staff and Family and community involvement. We will select Interventions and coordinate our various resources to address these areas. IN addition, we meet in departmental teams and as an entire faculty regularly so that we can review data for the purpose of making decisions regarding the direction, and focus, of our wellness priority.
                      Action Type: Wellness
                      		 Principal Start: 07/01/2009
                      End: 06/30/2010
                      • Administrative Staff
                      • Teachers
                      ACTION BUDGET: $
                      Total Budget: $0
                      Priority 4: Provide academic vocabulary support and language acquisition support.
                      Supporting Data:
                      1. Literacy Benchmark subpopulation: 2007: 50% of LEP students scored at or above proficient; 2008: 39% of LEP students scored at or above proficient; 2009: 69% of LEP students scored at or above proficient;
                      2. Mathematics Benchmark subpopulation 2007: 40% of LEP students scored at or above proficient 2008: 30% of LEP students scored at or above proficient 2009: 60% of LEP students scored at or above proficient
                      3. Annual Measurable Achievement Objectives (AMAO): All standards met 2006,2007, 2008
                      Goal All ELL students will improve within all academic content areas and move at least level of English language proficiency.
                      Benchmark Literacy Benchmark statement: The ELL sub population MET the 2009 AYP Target of 59.5% scoring Proficient/Advanced. It is expected that this sub population will meet, or exceed, the 2010 AYP target of 67.6% scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models. Mathematics Benchmark Statement: The ELL sub population MET the 2009 AYP Target of 55.69% scoring Proficient/Advanced. It is expected that each of this population will meet, or exceed, the 2010 AYP target of 64.55% scoring Proficient/Advanced, or make AYP through either the "Safe Harbor" or "Growth" models.
                      Intervention: One of the specific steps Ramay is taking to address the deficiency in our students' achievement is to address ELL academic vocabulary.
                      Scientific Based Research: Echevarria, Vogt & Short. The Sheltered Instruction Observation Protocol (SIOP) Model(2000). The SIOP Institute.
                      Actions Person Responsible Timeline Resources Source of Funds
                      Additional support for Literacy will be provided through ESL study skills classes.
                      Action Type: AIP/IRI
                      Action Type: Equity
                      		 ELL Teachers Start: 07/01/2009
                      End: 06/30/2010
                        ACTION BUDGET: $
                        Implement Rosetta Stone software as a resource instructional tool to increase English language aptitude.
                        Action Type: Equity
                        Action Type: Technology Inclusion
                        		 ELL Teachers Start: 07/01/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Teachers
                        ACTION BUDGET: $
                        Compare SUMMATIVE CRT exam with previous years performance.
                        Action Type: Program Evaluation
                        		 Principal Start: 07/01/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Teachers
                        ACTION BUDGET: $
                        Utilize FORMATIVE performance assessments through data retrieved from the READ 180 program and the Rosetta Stone program.
                        Action Type: Alignment
                        Action Type: Collaboration
                        Action Type: Program Evaluation
                        		 Principal Start: 07/01/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Computers
                        • Performance Assessments
                        • Teachers
                        ACTION BUDGET: $
                        PROGRAM EVALUATION:During the 2008-2009 school year we used to the following to evaluate (Address ELL academic vocabulary) through: READ 180 data and Rosetta Stone data to determine its effectiveness in support of our Curriculum, Instruction, Assessment, and Professional Development. The EVALUATION EVIDENCE using the increase in student language proficiency development during the 2008-2009 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: READ 180 data and Rosetta Stone data. We will continue to use this data/information to determine whether the objectives of this Intervention/Program were achieved and whether it has been successful in attaining the anticipated participant outcome objectives. We will report the results, in our 2010/2011 ACSIP Plan, and use those evaluation results in making decisions that impact our future instructional program
                        Action Type: Program Evaluation
                        		 Principal Start: 07/01/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Teachers
                        ACTION BUDGET: $
                        Read 180 is an intensive literacy remediation program. It includes both direct instruction and small group instruction for no less than 50 minutes each day. PTO organizes parent volunteers to assist students in reading individually and in group settings
                        Action Type: Parental Engagement
                        Action Type: Technology Inclusion
                        		 Mildred Rogers Start: 07/01/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Computers
                        • Performance Assessments
                        • Teachers
                        ACTION BUDGET: $
                        Use restructuring or inservice days to identify ELL strategies and academic vocabulary that can be incorporated into every content area.
                        Action Type: Collaboration
                        Action Type: Professional Development
                        		 Principal Start: 07/01/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Teachers
                        ACTION BUDGET: $
                        COMPREHENSIVE NEEDS ASSESSMENT: We formed ACSIP Leadership Teams and analyzed the test scores from the 2009 administration of the 8th and 9th grade Augmented Benchmark, EOC, and SAT 10 Exams. 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 two years of Read 180 and Rosetta Stone data, Language proficiency data and 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 the following areas reflect our greatest need within the Literacy Priority: Multiple Content Passage, Open Response Literary, and the Writing Content and style domains. We came to the conclusion that the following areas reflect our greatest need within the Mathematics Priority: Multiple Choice Numbers and Operations, Multiple Choice Geometry, and Open Response Numbers and Operations. We will select Interventions and coordinate our various resources to address these areas. IN addition, we meet in departmental teams and as an entire faculty regularly 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 assessments.
                        Action Type: Alignment
                        Action Type: Program Evaluation
                        		 Principal Start: 07/10/2009
                        End: 06/30/2010
                        • Administrative Staff
                        • Teachers
                        ACTION BUDGET: $
                        Total Budget: $0
                      • Planning Team

                        Classification Name Position Committee
                        Classroom Teacher Angela Etheridge Special Education Teacher Reading Comprehension
                        Classroom Teacher Angela Richardson Choir Teacher/ACSIP Chair Leadership Committee
                        Classroom Teacher Angie Browning Math Teacher Math Constructed Response
                        Classroom Teacher Bill Laney Agriculture Teacher One Period at Ramay
                        Classroom Teacher Blake Travis Science Teacher/Athletics Written Expression
                        Classroom Teacher Brett Lawson Band Director Written Expression
                        Classroom Teacher Bryan Hale Math, Science, Teacher/Athletics Math Constructed Response
                        Classroom Teacher Carol Koenig History Teacher/Athletics Math Constructed Response
                        Classroom Teacher Carolyn Anderson History Teacher Reading Comprehension/Chair
                        Classroom Teacher Cean Hevin Special Education Teacher Math Constructed Response
                        Classroom Teacher Chris Epperson Dean of Students Leadership Committee
                        Classroom Teacher Cindy Gray Gifted and Talented Teacher Written Expression
                        Classroom Teacher Craig Foringer Health Teacher/Athletics Math Constructed Response
                        Classroom Teacher Danielle Renfroe English Teacher Written Expression
                        Classroom Teacher Debbie Lane English Teacher Written Expression
                        Classroom Teacher Debon Stotts Physical Education Teacher Reading Comprehension
                        Classroom Teacher Deborah Goodwin Math Teacher Math Constructed Response
                        Classroom Teacher Dorothy Cassat Special Education Teacher Math Constructed Response
                        Classroom Teacher Ellen Shirley Special Education Teacher Written Expression
                        Classroom Teacher Ellie Esry CSR English Teacher Reading Comprehension
                        Classroom Teacher Henry Childress Science Teacher Written Expression
                        Classroom Teacher Janice Givens English Teacher Reading Comprehension
                        Classroom Teacher Jason Shirey History Teacher/Athletics Written Expression
                        Classroom Teacher Jennifer Williamson Foreign Language Teacher Written Expression
                        Classroom Teacher Jeremy Mabry Career Orientation/Athletics Written Expression
                        Classroom Teacher Jordan Rose Physical Education Teacher/Athletics/ACSIP Co-Chair Health/Wellness Committe
                        Classroom Teacher Judy Allen French Teacher Written Expression
                        Classroom Teacher Julia Woodward English Teacher Reading Comprehension
                        Classroom Teacher Julia Woodward English Teacher Parental Advisory
                        Classroom Teacher Kerri Cornwall Special Education Teacher Reading Comprehension
                        Classroom Teacher Lewis Clark Band Director Written Expression
                        Classroom Teacher Linda Erwin English Teacher Written Expression/Chair
                        Classroom Teacher Lori Linam CSR Math Teacher Math Constructed Response/Chair
                        Classroom Teacher Lori Linam Math Teacher Parental Advisory
                        Classroom Teacher Magan Randall Family & Consumer Science Teacher Written Expression/Chair
                        Classroom Teacher Maridith Gebhart Math Teacher Math Constructed Response
                        Classroom Teacher Matt Wilson Math Teacher Math Constructed Response
                        Classroom Teacher Matthew Morningstar Math Teacher Math Constructed Response
                        Classroom Teacher Michelle Ciuffetelli Math Teacher Math Constructed Response
                        Classroom Teacher Michelle Gayon Foreign Language Teacher Written Expression/Chair
                        Classroom Teacher Mike Thomas Speech/ Drama Teacher Written Expression
                        Classroom Teacher Mildred Rogers Reading Teacher Written Expression
                        Classroom Teacher Nikki Kalcevic Art Teacher Reading Comprehension
                        Classroom Teacher Paula Johnson Special Education Teacher Written Expression
                        Classroom Teacher Peggy Burnett Science Teacher Math Constructed Response/Chair
                        Classroom Teacher Randa Keeley Special Education Teacher Math Constructed Response
                        Classroom Teacher Romey Thomason ISS Teacher Math Constructed Response
                        Classroom Teacher Sarah Bunton Foreign Language Teacher Written Expression
                        Classroom Teacher Shanna Troutt Business Education Teacher/Athletics Health/Wellness Committee
                        Classroom Teacher Shanna Troutt Business Education Teacher/Athletics/ACSIP Co-Chair Leadership Committee
                        Classroom Teacher Staci Mann ELL Teacher/Athletics Written Expression
                        Classroom Teacher Stephanie Hoops ESL Teacher Written Expression
                        Classroom Teacher Steve Schaefer Math Teacher/Athletics Math Constructed Response
                        Classroom Teacher Susan Morris Keyboarding Teacher Written Expression
                        Classroom Teacher Tamera Shreve Science Teacher Parental Advisory
                        Classroom Teacher Tamera Shreve Science Teacher Math Constructed Response
                        Classroom Teacher Terry Stewart History Teacher Reading Comprehension
                        Classroom Teacher Todd Renfroe History Teacher Reading Comprehension
                        Classroom Teacher Todd Renfroe History Teacher Parental Advisory
                        Classroom Teacher Vic Dreier Technology Teacher Written Expression
                        Community Representative MaryAnn Gunn Judge Written Expression
                        District-Level Professional Ginny Wiseman Assistant Superintendent Leadership
                        District-Level Professional Linda Auman Assistant Superintendent Leadership
                        Non-Classroom Professional Staff Ann Sorenson Library Media Specialist Reading Comprehension/Chair
                        Non-Classroom Professional Staff Anna Ritter Psychological Examiner Written Expression
                        Non-Classroom Professional Staff Cheryl Moore Counselor Math Constructed Response
                        Non-Classroom Professional Staff Cindy Caudle Counselor Leadership
                        Non-Classroom Professional Staff Kris Driver Special Education Designee Reading Comprehension/Chair
                        Non-Classroom Professional Staff Robin Wyckoff Nurse Health/Wellness Committee
                        Non-Classroom Professional Staff Sheryl Pearson Cafteteria Manager Health/Wellness Committee
                        Non-Classroom Professional Staff Warren Fyfe Assistant Principal Math Constructed Response
                        Parent Beth Woessner Reading Comprehension
                        Parent Carol Striegler Written Expression
                        Parent Deana Mhoon Parental Involvement
                        Parent Wendy Sisco Math Constructed Response
                        Principal Matt Saferite Principal Health/Wellness Committee
                        Principal Matt Saferite Principal Parental Advisory
                        Principal Matt Saferite Principal Leadership Committee