ACSIP

School Plan

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LEE COUNTY SCHOOL DISTRICT
188 W. Chestnut, Marianna

Arkansas Comprehensive School Improvement Plan

2011-2012

The Lee County School District is committed to being an outstanding educational institution that empowers all students, faculty, and staff to realize their full potential. Our purpose is to provide knowledge, offer experiences and develop young minds.

Grade Span:

Title I: Not Applicable

School Improvement:

Table of Contents

Priority 1: Achievement
    Goal: To implement a horizontally and vertically aligned K- 12 curriculum.
Priority 6: Wellness
    Goal: The District will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average body mass index (BMI) on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.
Priority 7: Restructuring/Scholastic Audit.
    Goal: The combined population and all subpopulations at Whitten Elementary, Anna Strong Middle School, and Lee High School will meet AYP on the Benchmark exams or will meet the threshold of "safe harbor".
    Goal: The Combined population and all subpopulations at ASMS and LHS will meet AYP on the benchmark exams, Algebra 1 and Geometry End of Course Exams, and the 11th grade Literacy Exam.
Priority 11: Root Cause Analysis/ School Improvement Grant
    Goal: To increase student performance on all state mandated test by 10%.
Priority 12: Special Education
    Goal: To provide coordination and support of activities which will positively effect services and student outcomes povided to and for CWD in the Lee County School District.

Priority 1:

To implement other restruting actions consistent wit state law that will improve academic achievement in the schools and reaching the AYP target. The actions that have been implented are the replacement of the prinicpal at Whitten Elementary and the completion of a 45 - 60 day plan for both Lee High School and Anna Strong Elementary. (Submmitted to the state for 2nd revisions)

Supporting Data:

Benchmark - 5th Grade Literacy Exam 2011 41 of 80 students or 51% prof/adv in Combined Population 37 of 74 students or 50% prof/ in African American Population 34 of 71 students or 48% pro/adv in Economically Disadvantaged Population The lowest identified areas in Reading was writing literary passages and style and content in Writing. In 2010, Anna Strong Middle School 5th Grade students were administered the Benchmark Exam: 27 of 77 students or 35% of the combined population scored proficient or advanced in Literacy. 22 of 66 or 33% of the African American population scored proficient. 27 of 75 students or 36% of the Economically Disadvantaged scored proficient or advanced in Literacy. The identified area in Reading with the greatest weakness was content passage on both multiple choice and open response. Style was the weakest area in Writing. Benchmark - 6th Grade Literacy Exam 2011 34 of 75 students or 45% prof/adv in Combined Population 31 of 66 or 47% pro/adv in African American Population 29 of 65 or 45% pro/adv in Economically Disadvantaged The lowest identified area in Reading multiple choice and open response was content passages. The lowest areas in Writing were style and content. In 2009, Anna Strong Middle School administered the Benchmark Literacy Exam. 38% of the Combined Population scored proficient or advanced in Literacy. 34% of the African American population scored proficient or advanced. 35% of Economically Advantaged scored proficient or advanced. No one scored proficient or advanced on Literacy Exam in the students with disabilities subgroup. In 2010, ASMS 6th grade Benchmark Exam: 25 of 64 students or 39% of the Combined population scored proficient or advanced. 24 of 62 or 39% of the African American population scored proficient or advanced. 25 of 62 or 40% of the Economically Disadvantaged population scored proficient or advanced in Literacy. The identified area in Reading with the greatest weakness was Practical Passage on both multiple choice and open response. Style and Content were the areas of weakness in Writing. Benchmark - 7th Grade Literacy Exam 2011 32 of 63 students or 51% pro/adv in Combined population 30 of 60 students or 50% pro/adv in African Americans 28 of 57 students or 49% pro/adv in Economically Disadvantaged The lowest identified area in Reading multiple choice was writing multiple choice and reading literary passage in open response. The lowest identified area in Writing was style and content. In 2010 7th Grade Literacy Benchmark Exam: 33 of 71 students or 46% of the combined population scored proficient or advanced. 33 of 62 students or 47% of the African American population scored proficient or advanced. 33 of 69 students or 48% of the Economically Disadvantaged population scored proficient or advanced. The identified area in Reading with the greatest weakness was Literary Passage in both multiple choice and open response. Style and Content were the areas of weakness in Writing. In 2009, Literacy Benchmark was administered to the 7th grade students. 33% of the combined population scored proficient or advanced. 33% of African American, 38% of Caucasians, 33% of Economically Disadvantaged, and 11% of students with disabilities subgroup all scored proficient or advanced. The identified weakest area was Reading Practical Passasge. The identified area of weakness was in style and content. Benchmark - 8th Grade Literacy Exam 2011 35 of 59 students or 59% pro/adv in Combined Population 34 of 57 students or 60% pro/adv in African Population 28 of 48 students or 58% pro/adv in Economically Disadvantaged The lowest identified areas was writing multiple choice in Reading and content/style in Writing In 2009, Anna Strong Middle School 8th Grade was administered the Literacy Benchmark Exam. 38% of the combined population scored proficient or advanced, 37% of African Americans, 39% of economically disadvantaged, and 28% of Caucasians scored proficient or advanced on the literacy Benchmark Exam. The area of weakness was identified as Reading Content Passage on Multiple Choice and Content and Style on Open Response. The 2010 8th Grade literacy Benchmark Exam: 60 of 90 students or 67% of the Combined population scored proficient or advanced. 52 of 82 students or 63% of the African American population scored proficient or advanced. 56 of 84 students or 67% of the Edconomically Disadvantaged population scored proficient or advanced. The identified areas in Reading with the greatest weakness were Practical Passage on multiple choice and Literary Passage and Content Passage on open response. Style and Content were the areas of weakness in Writing. NORM REFERENCED TEST IOWA BASIC SKILLS 2011 2011 Grade 5 READING COMPREHENSION Combined Population NPR - 17 percentile African American NPR- 16 percentile Economically Disadvantaged NPR - 15 percentile 2011 Grade 5 COMPREHENSIVE LANGUAGE Combined Population - 27 percentile African American - 26 percentile Economically Disadvantaged - 24 percentile In 2009, Anna Strong Middle School 6th grade was administered the SAT10. The Combined Population scored at the 43% NCE. In 2009, Anna Strong Middle School 6th grade students were administered the SAT-10 Literacy Exam. 75 students were tested. The combined population ranked at the 24th percentile., the Combined 6th grade ranked at the 43rd percentile. The African American subgroup ranked at the 23rd percentitle. The Caucasian subgroup ranked at the 28th percentitle. In 2010, Anna Strong Middle School 6th grade students were administered the SAT10 Literacy Exam. The combined population and African American populations both scored at the 28% NCE. NORM REFERENCED TEST IOWA BASIC SKILLS 2011 2011 GRADE 6 READING COMPREHENSION Combined Population NPR - 23 percentile African American - 21 percentile Economically Disadvantaged - 22 percentile 2011 Grade 6 COMPREHENSIVE LANGUAGE Combined Population NPR - 31 percentile African American -30 percentile Economically Disadvantaged In 2010, 77 Anna Strong Middle School 5th Grade students took the Literacy SAT 10. The Combined Population scored at the 36% NCE. NORM REFERENCED TEST IOWA BASIC SKILLS 2011 2011 GRADE 7 READING COMPREHENSION Combined Population NPR - 26 percentile African American - 26 Economically Disadvantaged - 24 Percentile 2011 GRADE 7 COMPREHENSIVE LANGUAGE Combined Population - 34 percentile African American - 34 percentile Economically Disadvantaged - 33 percentile In 2009, Anna Strong Middle School 7th grade was administered the Literacy SAT10. The Combined Population ranked at the 27th percentile. The African Americans subgroup ranked at the 28th percentile. The Caucasians subgroup ranked 22th percentile. In 2010, Anna Strong Middle School's 7th Grade the combined population scored at the 32% NCE and the African American population scored at the 33% NCE.- NORM REFERENCED TEST IOWA BASIC SKILLS 2011 2011 GRADE 8 READING COMPREHENSION Combined Population - 28 percentile African American - 27 percentile Economically Disadvantaged - percentile 2011 Grade 8 COMPREHENSIVE LANGUAGE Combined Population NPR - 35 African American - 35 Economically Disadvantaged - 35 In 2009, the 8th grade students were administered the SAT 10 Literacy Exam. The Combined Population ranked at the 21st percentile. The African American ranked at the 20th percentile. The Caucasians ranked at the 29th percentile. In 2010, the 8th grade students were administered the SAT 10 Literacy Exam. The Combined Population and the African American population scored at the 38% NCE. 2011 Anna Strong Middle School had an average daily attendance of 91.13%. We met the attendance goal for AYP.
IOWA TEST OF BASIC SKILLS Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:00 Year 2011 Number Tested 67 % At/Above 50th NPR In: Vocabulary 46.3% Reading Comprehension 59.7% Reading Total 48.5% Punctuation 62.1% Language Total 79.1% Math Total Without Comp. 25.4% AFRICAN AMERICAN POPULATION Grade:00 Year 2011 Number Tested 61 % At/Above 50th NPR In: Vocabulary 45.9% Reading Comprehension 59.0% Reading Total 51.7% Punctuation 65.0% Language Total 77.0% Math Total Without Comp. 24.6% HISPANIC POPULATION Grade:00 Year 2011 Number Tested 1 % At/Above 50th NPR In: Vocabulary 100.0% Reading Comprehension 100.0% Reading Total 0% Punctuation 0% Language Total 100.0%
Math Total Without Comp. 0%
Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:00 Year 2011 Number Tested 67 % At/Above 50th NPR In: Vocabulary 46.3% Reading Comprehension 59.7% Reading Total 48.5% Punctuation 62.1% Language Total 79.1% Math Total Without Comp. 25.4% AFRICAN AMERICAN POPULATION Grade:00 Year 2011 Number Tested 61 % At/Above 50th NPR In: Vocabulary 45.9% Reading Comprehension 59.0% Reading Total 51.7% Punctuation 65.0% Language Total 77.0% Math Total Without Comp. 24.6% HISPANIC POPULATION Grade:00 Year 2011 Number Tested 1 % At/Above 50th NPR In: Vocabulary 100.0% Reading Comprehension 100.0% Reading Total 0% Punctuation 0% Language Total 100.0% Math Total Without Comp. 0%
CAUCASIAN POPULATION Grade:00 Year 2001 Number Tested 5
% At/Above 50th NPR In: Vocabulary 40.0%
Reading Comprehension 60.0%
Reading Total 20.0%
Punctuation 40.0%
Language Total 100.0%
Math Total Without Comp. 40.0%
ECONOMICALLY DISADVANTAGED Grade:00 Year 2011
Number Tested 52
% At/Above 50th NPR In: Vocabulary 40.4%
Reading Comprehension 61.5%
Reading Total 41.2%
Punctuation 58.8%
Language Total 76.9%
Math Total Without Comp. 21.2%
LIMITED ENGLISH PROFICIENT Grade:00 Year 2011
Number Tested 0
% At/Above 50th NPR In: Vocabulary N/A%
Reading Comprehension N/A%
Reading Total N/A%
Punctuation N/A%
Language Total N/A%
Math Total Without Comp. N/A%
STUDENTS WITH DISABILITIES Grade:00 Year 2011
Number Tested 0
% At/Above 50th NPR In: Vocabulary N/A%
Reading Comprehension N/A%
Reading Total N/A%
Punctuation N/A%
Language Total N/A%
Math Total Without Comp. N/A%
Arkansas Comprehensive School Improvement Data Source for
WHITTEN ELEMENTARY SCHOOL
IOWA TEST OF BASIC SKILLS -- Report Completed: Sep 29, 2011
Number Tested and Percent of Students Scoring At/Above 50th Percentile:

COMBINED POPULATION Grade:01
Year 2011
Number Tested 63
% At/Above 50th NPR In: Vocabulary 27.0%
Reading Comprehension 44.4%
Reading Total 36.5%
Spelling 46.0%
Language Total 27.0%
Math Concepts 33.3%
Problems & Data Inter. 23.8%
Math Total Without Comp. 27.0%
AFRICAN AMERICAN POPULATION Grade:01 Year 2011
Number Tested 57
% At/Above 50th NPR In: Vocabulary 29.8%
Reading Comprehension 47.4%
Reading Total 38.6%
Spelling 49.1%
Language Total 29.8%
Math Concepts 36.8%
Problems & Data Inter. 26.3%
Math Total Without Comp. 29.8%
HISPANIC POPULATION Grade:01 Year 2011
Number Tested 1
% At/Above 50th NPR In: Vocabulary 0%
Reading Comprehension 0%
Reading Total 0%
Spelling 0%
Language Total 0%
Math Concepts 0%
Problems & Data Inter. 0%
Math Total Without Comp. 0%
CAUCASIAN POPULATION Grade:01 Year 2011
Number Tested 5
% At/Above 50th NPR In: Vocabulary 0%
Reading Comprehension 20.0%
Reading Total 20.0%
Spelling 20.0%
Language Total 0%
Math Concepts 0%
Problems & Data Inter. 0%
Math Total Without Comp. 0%
ECONOMICALLY DISADVANTAGED Grade:01 Year 2011
Number Tested 59
% At/Above 50th NPR In: Vocabulary 25.4%
Reading Comprehension 42.4%
Reading Total 33.9%
Spelling 44.1%
Language Total 25.4%
Math Concepts 28.8%
Problems & Data Inter. 20.3%
Math Total Without Comp. 23.7%
LIMITED ENGLISH PROFICIENT Grade:01 Year 2011
Number Tested 0
% At/Above 50th NPR In: Vocabulary N/A%
Reading Comprehension N/A%
Reading Total N/A%
Spelling N/A%
Language Total N/A%
Math Concepts N/A%
Problems & Data Inter. N/A%
Math Total Without Comp. N/A%
STUDENTS WITH DISABILITIES Grade:01 Year 2011
Number Tested 0
% At/Above 50th NPR In: Vocabulary N/A%
Reading Comprehension N/A%
Reading Total N/A%
Spelling N/A%
Language Total N/A%
Math Concepts N/A%
Problems & Data Inter. N/A%
Math Total Without Comp. N/A%
This three year DATA TREND shows that incoming Kindergarten students are weak in math concepts. In 2010, 67 students were tested on the Qualls Early Learning Inventory. 64% scored in the Developing/developed in Math Concepts. In 2011 the Iowa Test of Basic Skills was administered to 67 Kindergarten students. 25.4% were prof./adv. in math in the Combined Population. 24.6% in math in the African American subgroup. 21.2% in math in the Economically Disadvantaged subgroup. In 2010, the Kindergarten students were given the MAT-8 Exam. 25% of the students scored Proficient/advanced in reading and 34% scored proficient/advanced in math. In 2009, Kindergarten took the MAT-8. The data showed a weakness in total math. 31% of the combined population scored proficient/advanced, 31% of the African American population scored proficient/advanced, 25% of the Caucasian population scored proficient/advanced, 31% of the free/reduced lunch population scored proficient/advanced, and there were no students with disabilities in Kindergarten. In 2011 63 first grade students were administered the Iowa Test of Basic Skills. 27% in math were prof./adv. of the Combined Population. 29.8% were prof./adv. in math of the African American population subgroup. 28.8% were prof./adv. in math of the Economically Disadvantaged subgroup. In 2010, the first grade students scored 35% of the students were proficient/advanced on the test. In 2009, First Grade was administered the SAT-10. The students only took the problem solving section. The data showed: 10% of the combined population scored proficient/advanced, 9% of the African American population scored proficient/advanced, 22% of the Caucasian population scored proficient/advanced, 10% of free/reduced lunch population scored proficient/advanced, and 9% of students with disabilities population scored proficient/advanced. In 2011 78 second grade students were administered the Iowa Test of Basic Skills. 20.5% were prof./adv. in math of the Combined population. 16.4% were prof./adv. in the African American subgroup. 18.3% were prof./adv. in the Economically Disadvantaged subgroup. In 2010, the Second grade students took the SAT-10. 20% scored proficient/advanced on the test. In 2009, Second Grade students took the SAT-10. Students only took the problem solving section. The data showed: 25% of the combined population scored proficient/advanced, 24% of the African American population scored proficient/advanced, 25% of the Caucasian population scored proficient/advanced, 24% of free/reduced lunch population scored proficient/advanced, and 13% of students with disabilities population scored proficient/advanced. Benchmark-3rd grade Math Exam 2011. 29 of 77 students or 38% prof/adv in Combined Population. 28 of 71 students or 39% prof/adv in African American subgroup. 22 of 64 students or 34% prof/adv in Ecomically Disadvantaged subgroup. The lowest identified areas for the Combined, African American, and Economically Disadvantage population were measurement on the multiple choice items and geometry in open response. In 2010, the Third grade students took the mathematics portion of the Benchmark exam. 62% scored proficient/advanced in the combined population, 60% in the african americam population, and 58% in the free/reduced lunch population. In 2009, Third Grade took the Mathematics Benchmark Exam. The data showed a slight increase in percent proficient/advanced: 57% combined population, 57% African American population, 0% Caucasian population, 57% free/reduced lunch population. There was a decrease in students with disabilities from 40% proficient/advanced to 10% proficient/advanced. Benchmark-4th Grade Math Exam 2011 38 of 74 students or 51% prof/adv in Combined Population. 35 of 68 students or 51% prof/adv in African American subgroup. 33 of 64 students or 51% prof/adv in Economically Disadvantaged. The lowest identified areas for the Combined, African American, and Economically Disadvantage population were measurement on the multiple choice and geometry on the open response. In 2010, the fourth grade took the Benchmark exam. 49% of the combined population scored proficient/advanced, 49% of the african american population scored proficient/advanced, and 45% of the free/reduced lunch scored proficient/advanced. In 2009, the Fourth Grade took the Mathematics Benchmark Exam. The data showed changed slightly: 46% of the combined population scored proficient/advanced, 42% of the African American population scored proficient/advanced, 0% of the Caucasian population scored proficient/advanced, 44% of the free/reduced lunch population scored proficient/advanced, and 25% of students with disabilities population scored proficient/advanced. Whitten Elementary's attendance rate is 97%.
2008-09 school year. This is below the state average which was 73.90% Lee Senior High had a graduation rate of 54% in 2009-2010 compared to a state rate of 70% Lee Senior High School had a graduation Rate of 69.6% in 2010-2011 school year compared to the state rate of 70% The following data shows the academic achievement of the 10th grade students who were administered the Plan Test over a three (3) year period. English National 16.9 Local 13.8 2009-2010 Local 14.1 2008-2009 Local 14.2 2007-2008 Mathemaics National 17.4 Local 15.6 2009-2010 Local 15.5 2008-2009 Local 14.9 2007-2008 Reading National 16.9 Local 14.6 2009-2010 Local 13.7 2008-2009 Local 13.4 2007-2008 Science National 18.2 Local 16.7 2009-2010 Local 15.8 2008-2009 Local 15.8 2007-2008 Composite National 17.5 Local 15.3 2009-2010 Local 14.9 2008-2009 Local 14.7 2007-2008 A review of the 3 year data for the ITBS Grade 9 Literacy shows the African American subgroup scored below the 50th percentile in vocabulary and reading comprehension. The Caucasian subgroup scored below the 50th percentile in vocabulary and reading comprehension. Grade 9 was administered the Stanford 10 in 2008. The results showed that 25% of the African American subgroup tested were at or above the 50% percentile in Reading Comprehension and and Language. In the Caucasian subgroup of those tested 50% were at the 50th percentile in Reading Comprehension and 30% in Language. Off those tested 0% of the Hispanic subgroup were at or above the 50th percentile in Reading Comprehension or Language. Economically Disadvantaged scored below the 50th percentile in vocabulary and reading comprehension. Stanford Test for 2009 Asian/Pacific Islander subgroup 100% are AT/ABOVE the national 50th Percentile in Reading and Language. African American subgroup 21% are AT/ABOVE the national 50th Percentile in Reading and 24% in Language. Hispanic subgroup 33% are AT/ABOVE the national 50th Percentile in Reading and 50% in Language. Caucasian subgroup 60% AT/ABOVE the national 50th Percentile in Reading and 75% in Language. The administration of the EOC Literacy examination to the 11th grade in 2010 for EOC Literacy showed the combined Population scored 39% proficient or advanced. The African American subgroup 39%, Economically Disadvantaged Three year (2009) for EOC Literacy showed 35.8%% of the combined Population proficient. 35.2%% of African-American, 35.3%% Economically disadvantaged, and 9.4% of students with disabilities were proficient.

Goal

To implement a horizontally and vertically aligned K- 12 curriculum.

Benchmark

Benchmark 1: By the end of the 2011-12 school year, The LCSD teachers will help all students achieve at the level set forth by the Arkansas Department of Education Accountability plan (ACTAAP)for the 2011-2012 at 100%. Documentation can be found in the school plans.

Benchmark

At the end of the 2011-2012 school year, the LCSD teachers will assist all students achieve at the level set forth by the ADE Accountability Plan at 100%. Specific actions are included in individual school plans.

Intervention: Provide administrative support in curriculum areas.

Scientific Based Research: Lambert, Linda. (2003) Leadership capacity for lasting school improvement. ASCD. Darling-Hammond and Nikols Richadson. (2009) Teacher learning: what matters? ASCD. Donaldson, Gordon. (2009) The lessons are in the leading. ASCD

Actions

Person Responsible

Timeline

Resources

Source of Funds

COLLABORATION/COORDINATION OF FUNDS: The Federal Coordinator, 1 @ .50 F.T.E in Title 1 and .30 F.T.E. as curriculum specialist and .20 district to oversee the implementation of the Title One plan including coordination of district and state funds, provide for the annual program audit and alignment of the district curriculum. Training, meals, lodging for Federal Coordinators Conferences and Title One Conferences. Title One specific Services material ( For Title One ser vices only: copy paper, ink, chart markers and paper).

Laura Strickland, Federal Programs Coordinator

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
District Staff

Title I - Purchased Services:	$9000.00
Title I - Materials & Supplies:	$6000.00
Title I - Employee Salaries:	$56000.00
Title I - Employee Benefits:	$14000.00
NSLA (State-281) - Employee Benefits:	$6000.00
NSLA (State-281) - Employee Salaries:	$24000.00

ACTION BUDGET:	$115000

HQT/INSTRUCTION FROM HQT/PROFESSIONAL DEVELOPMENT/ COLLABORATION/NEEDS ASSESSMENT: The superintendent along with the federal programs coordinator will oversee and implement instructional activities and professional development to assure 10% of Title 1 funds ( both district and buildings plans) is used appropriately for high quality professional development for staff that is specifically designed to improve classroom teaching. 5% of Title 1 allocations will be designated for improvement of instruction. All training will be centered around the teaching and learning process and professional learning communites. Scientifically based instructional strategies allong with aligned curriculum and classroom engagement. All stakeholders ( building principals, instructional coaches, district administrators and community stakeholders) will review student data, complete needs assesment to provide targeted professional development to improve student performance.
Action Type: Collaboration

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Community Leaders
District Staff
Outside Consultants
Performance Assessments
Teachers


ACTION BUDGET:	$

Title One and NSLA funds will be used to continue to employe 2 1.0 FTE K- 8 Literacy Instructional Facillitator .50 1.0 FTE 9-2 Literacy Specialist, 2 1.0 FTE K-8 Math Instructional Facillitator and 1 1.0 FTE 9-2 Math Specialist who will supervise the implementation of district developed programs for school improvement in literacy and math and serve as resources for the school to which they are assigned,

Laura Strickland

Start: 07/01/2011
End: 06/30/2012

Central Office
District Staff


ACTION BUDGET:	$

PROGRAM EVALUATION: Monitor the effectiveness of the curriculum support services using data from Classroom Walk Throughs, analysis of formative and summative assessments and observations. Our evaluation showed that there was misalignment throughout the district as represented by our test scores.
Action Type: Program Evaluation

Laua Strickland, Accountability

Start: 07/01/2011
End: 06/30/2012

Central Office
District Staff


ACTION BUDGET:	$

CGI(Cognitive Guided Instruction) K-4 will be offered to teachers for the purpose of gaining new strategies and techniques to use in the classrooms
Action Type: Alignment
Action Type: Professional Development

Linda Morgan, Facilitator Whitten

Start: 08/01/2011
End: 06/01/2012

Administrative Staff
Central Office
District Staff
Outside Consultants


ACTION BUDGET:	$

Teachers will be trained in Effective Literacy, Early Learning Literacy in Arkansas, And Literacy Lab to strength and improve literacy instruction in the classroom. levelized text for training purposes,professional text. flip chart markers and chart paper and journal will be purchased to support training for teacher.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development

Building Level Literacy Facillitators

Start: 08/01/2011
End: 06/01/2012

Administrative Staff
Central Office
Outside Consultants
Teachers

Title II-A - Purchased Services:	$20000.00
Title II-A - Materials & Supplies:	$40000.00

ACTION BUDGET:	$60000

Total Budget:

$175000

Intervention: Continue to administer interim assessments and mandated state tests in literacy, math, and science.

Scientific Based Research: Scientific Based Research: Stiggins, Richard J. and others. Classroom Assessment for Student Learning: Doing It Right- Using It Well. Portland, Oregan: Assessment Training Institute, 2004.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Provide TLI training that will prepare teachers in using the interim assesment to improve student achievement
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion

Laura Strickland, Professional Development Coordinator

Start: 07/01/2011
End: 06/30/2012

Central Office
District Staff
Outside Consultants

Title I - Purchased Services:	$39340.00

ACTION BUDGET:	$39340

Total Budget:

$39340

Intervention: Evaulate and realign the alternative education program to meet the needs of students in the alternative learning environment building.

Scientific Based Research: Knoff, H.M. (October 2001). Establishing school-wide pervention, intervention, and intensive needs for students discipine, behavior management, and self -manageent: a collaborative action planning process.

Actions

Person Responsible

Timeline

Resources

Source of Funds

The ALE review team along with the High School administrative staff will research the best program to implement for the Credit Recovery Progam
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Technology Inclusion

Clyde Noel and Irish Williams

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Outside Consultants
Performance Assessments
Teachers
Title Teachers


ACTION BUDGET:	$

Recruit certified employees by attending career fairs, placing classified ads, collaborating with college placement offices, and posting on various websites. Recruting materials such as brocures, pamplets and flyers etc... will be purchased for recruitment purposes.

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Computers
District Staff
Outside Consultants

Title II-A - Purchased Services:	$3000.00
Title II-A - Materials & Supplies:	$1000.00

ACTION BUDGET:	$4000

The ALE review team will meet as needed for placement. There is limited data available to judge the success of student placement in ALE.
Action Type: Program Evaluation

Clyde Noel, LHS Principal and Irish Love, ALE Director

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

A district wide Response to Intervention and ALE team will be formed to align the ALE system grades K -12.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office


ACTION BUDGET:	$

Total Budget:

$4000

Intervention: Utilize Students Special needs Funding to improve Instruction, to increase the academic achievement of students, and to improve the school environment.

Scientific Based Research: Danielson, Charlotte. (2002). Enhancing student achievement. ASCD; Lambert, Linda. (2003). Leadership capacity for lasting school improvement. ASCD; Marzona, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement, Alexandria, VA, ASCD

Actions

Person Responsible

Timeline

Resources

Source of Funds

A technology coordinator and assistant will provide professional development in technology, and order technology needs for the district.

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

District Staff


ACTION BUDGET:	$

The district will provide for additional needs in professional development, innovative programs, and other approved expenditures based upon improving student performance and the quality of instruction in the district. Professional Text such as the Highly Engaged Classroom. Root Cause Analysis, chart paper, markers and other professional text that are requested by Learning Forward Consultants. The district meets it oblication of support of student achievement at the building levels by having in 2010 at LHS 83835.15 ASMS 144486.67 and Whitten 189387.53
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development

Laura Strickland

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Outside Consultants

Title I - Materials & Supplies:	$10000.00

ACTION BUDGET:	$10000

PROGRAM EVALUATION OF STUDENTS SPECIAL NEEDS FUNDING: 1. Student achievement will be used to evaluate the use of Students Special Needs Funding including teacher survey results, student performance, and progress toward AYP. 2. The superintendent monitors the expenditures of Special Needs Funding and the implementation of the programs provided. The impact of students achieving is evidenced by the results of benchmark and end of course exams. Continued monitoring of student progress will occur. Each school identifies why it is in school improvement and makes efforts with the subpopulations to make improvements. With two of the schools being in year 8 of school improvement and 1 school in year 6, restructuring components are built into the plans. School improvement specialists have been contracted with Learning Forward for the 2011-2012 school year.

SauL Lusk, Superintendent

Start: 08/03/2011
End: 06/30/2012

Administrative Staff
District Staff
Performance Assessments


ACTION BUDGET:	$

Two Resource Officers will be hired to assist in providing a safe and secure learning environment for all students. One with a F.T.E 1 will be hired by the district and one with partnership with the city of Marianna.
Action Type: Wellness

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

District Staff

NSLA (State-281) - Purchased Services:	$32910.00
NSLA (State-281) - Employee Benefits:	$7834.00
NSLA (State-281) - Employee Salaries:	$22328.00

ACTION BUDGET:	$63072

The Alternative Education Classes are housed at the ALE Campus. This schools school improvement plan is located in the Lee High School(ACSIP). The school serves grades 1-12. Building principals refer students to the alternative school and conference with that school's coordinator to assure a smooth transition. The referral process assures the individual needs of the student are met. Once students are referred a conference is held with the parent and the student to go over the guidelines of the school. Students placed in the alternative school must remain a minimum of one semester. If the student behavior has improved sufficiently, that student may return to the home school. The alternative classrooms offer all required core classes with certified teachers moving into the classroom. Appropriate interventions are done to help the student stay in school and be able to graduate.
Action Type: Alignment
Action Type: Collaboration

Irish William, Coordinator

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

The District will contract with Teach For America to hire and provided on-going professional development for teachers assigned to LCSD.
Action Type: Professional Development

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Central Office
District Staff

NSLA (State-281) - Purchased Services:	$38500.00

ACTION BUDGET:	$38500

The District will enter into an agreement with Great Rivers Educational Co-op where they agree to provide effective high quality professional development based on scholastic audit and survey findings this is about the mandated 60 hours required by law.
Action Type: Equity
Action Type: Professional Development

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Outside Consultants

Title II-A - Purchased Services:	$20000.00

ACTION BUDGET:	$20000

Provide for the welfare and educational needs of homeless students. Title 1 funds will be used to purchase materials and supplies to address the needs of identified homeless students. These students will be refered by the building counselor, outside therapist, community based agencies and district social workers. The district has identified these needs based on the prior year (2010-2011) which was stated in the 2010-2011 plan. Title 1 A funds will be used to services the needs of Delta Transitional home. A meeting was held with the director Robbie Johnson again on October 24 to verify that the needs assessment conducted in August was still valid. The two areas identify were tutoring for students in math and literacy and additional educational software to support learning in the areas of literacy and math. Based on this assessment tutors will be hire to support the 10 students who live in the home. 2 HQ certified teachers will be hired in literacy and math. The will tutor 2 days a week with 2 hour sessions. The teachers will be selected and hired by the district. The will be fully Funded using Title 1-A.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Title I - Materials & Supplies:	$10000.00
Title I - Employee Salaries:	$14000.00
Title I - Employee Benefits:	$6000.00

ACTION BUDGET:	$30000

The district along with the building level leadership team will calculate the AYP goals for each subpopulation using the state's measure for safe harbor. Using this data the district will identify the weaknesses and establish interventions and remediation plans for students.
Action Type: Alignment
Action Type: Parental Engagement
Action Type: Program Evaluation

Laura Strickland, Accountability

Start: 07/01/2011
End: 06/01/2012


ACTION BUDGET:	$

An Indepth disaggregation of student performance data will be done by Learning Forward to identify areas of need related to the district being identified for improvement.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation

Consultants, Learning Forward

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Outside Consultants
Title Teachers


ACTION BUDGET:	$

The district will partner with the ERZ at ASU. State technical assistance has been requested from the Learning Services Division
Action Type: Alignment
Action Type: Collaboration

Laura Strickland, Accountability

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

To support the 2011-2012 implementation of Read 180 in the classroom at Lee High and Anna Strong Middle Schoo, student workbooks, classroom libraries, audio books, chart paper pens, pencils and student supplies will be purchased to support instuction within the classroom. Both Title I and Title VI monies will be used to purchase materials.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education

Willie Marshal Technology Coordinator

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Computers
District Staff
Teachers
Teaching Aids

Title VI State - Materials & Supplies:	$24779.76
Title I - Materials & Supplies:	$50000.00

ACTION BUDGET:	$74779.76

Because the Lee County School District is in Year 2 of District Improvement, Title I funds will be used to support the professional development efforts of the district
Action Type: Collaboration

Laura Strickland

Start: 07/01/2011
End: 06/03/2012

Administrative Staff


ACTION BUDGET:	$

Total Budget:

$236351.76

Intervention: Provide after- school summer for at-risk students in grades Kindergarten - 12.

Scientific Based Research: Scientific Based Research: National Center For Education Evaluation And Regional Assistance. 2004. When Schools Stay Open Late: The National Evaluation Of The 21st Century Community Learning Centers Program New Findings Executive Summary. (Online), Retrieved August 31, 2007, from http://ies.ed.gov/ncee/pubs/clc2004_execsumm.asp

Actions

Person Responsible

Timeline

Resources

Source of Funds

The district will fund with Title I funds transportation for students attending the district after school and summer programs at Whitten, ASMS, and Lee High

Titus Howell, Saul Lusk

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff

Title I - Purchased Services:	$15000.00

ACTION BUDGET:	$15000

LCSD will use both Title One and NSLA funds to pay salaries to provided ne Summer School at Whitten, ASMS and LHS. These students will be selected based on ACTAAP data and teacher evaluation.Grades served will be grades 3-11. Two teachers per grade. Summer school will run in the months of June and July and will be supervised by the building principal. Research based materials such as workbooks, summer school reading and math programs will be purchased to support the interventions that will take place in the summer.

Laura Strickland,accountability

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Teachers
Title Teachers

Title I - Materials & Supplies:	$29515.16
Title I - Employee Salaries:	$13540.00
Title I - Employee Benefits:	$2825.00
NSLA (State-281) - Materials & Supplies:	$25000.00
NSLA (State-281) - Employee Benefits:	$28250.00
NSLA (State-281) - Employee Salaries:	$122100.00

ACTION BUDGET:	$221230.16

The district will provided snacks for all students who attend the after school and summer school programs.

Doris Lewellen, Director Food Services

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff

NSLA (State-281) - Purchased Services:	$5000.00
Title I - Purchased Services:	$5000.00

ACTION BUDGET:	$10000

AIPs/IRI are posted. Students and parents recieved a signed copy. TLI software will be used to create these documents.
Action Type: AIP/IRI
Action Type: Parental Engagement
Action Type: Technology Inclusion

Building Instructional Facillitators

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

The Lee County School District will provide after chool tutoring to Whitten , ASMSand Lee High school in Math and Literacy. 20 teachers, 6 instructional assistants 3 cafeteria managers, 8 cafeteria workers and 6 drivers. A Saturday Boot camp will also be conducted at the Whitten and ASMS to support test preparation and remediation for students who were basis and below basic on state mandated test. Buckledown, workbooks, guide reading books will be purchased to support targeted interventions.

C Love, W. Murdock and Clyde Noel

Start: 07/01/2011
End: 06/30/2012

District Staff

Title I - Materials & Supplies:	$50000.00
Title I - Employee Salaries:	$150000.00
Title I - Employee Benefits:	$25000.00

ACTION BUDGET:	$225000

The district because of its school improvement status of SD 6 and 8 will provided funds for SES services to qualifying students.
Action Type: Equity

Laura Strickland

Start: 07/01/2011
End: 06/30/2012

Central Office

Title I - Purchased Services:	$294242.80

ACTION BUDGET:	$294242.8

Total Budget:

$765472.96

Intervention: To Provide professional development that align with students' needs, state and common core frameworks and teacher evaluations.

Scientific Based Research: Schmoker Mike, Results Now (2006) Six Secrets of Change

Actions

Person Responsible

Timeline

Resources

Source of Funds

Based on the needs assessment conducted by the district and Learning Forward. Dr. Linda Munger was hired to align the current district professional development practices. A district leadership team comprised of School Board, Teachers, Community members, district and building level staff meet and created a District professional development plan for the next 2 to 3 years. Using the ACSIP and NCSD survey the team aligned resources and identified pd that was need for the district in the areas of professional growth, literacy and math. Professiontext from the Learning Library. Becoming A Learning School, The Highly Engaged Classroom etc.

Laura Strickland, PD coordinator

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Computers
District Staff
Outside Consultants
Performance Assessments

Title II-A - Purchased Services:	$37461.69
Title II-A - Materials & Supplies:	$30000.00
PD (State-223) - Purchased Services:	$43129.48
NSLA (State-281) - Purchased Services:	$3499.00

ACTION BUDGET:	$114090.17

Conduct ACSIP technical assitance and training for adminstrators and committee members to assist in keeping them current of new regulations and procedures.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development

Saul Lusk

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
None
Outside Consultants


ACTION BUDGET:	$

Instuctional Facillitators and Teacher Leaders will be involved in Coaches Academy with Learning Forward. The program will consist of 9 training days.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development

Laura Strickland

Start: 08/01/2011
End: 05/30/2012

Administrative Staff
Central Office
Outside Consultants


ACTION BUDGET:	$

PROGRAM EVALUATION: Formative and Summative Data will be used for assessment of professional development. The District professional development team along with the building level ACSIP will assist in the evaluation of PD. Analysis of evaluation forms and monitoring of teachers and administrative staff on the implementation of programs. The 10-11 results that over 50% of staff felt that the PD was not aligned with the needs of staff.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation

Laura Strickland

Start: 08/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Outside Consultants


ACTION BUDGET:	$

Total Budget:

$114090.17

Intervention: To develop beter communications with parents and patrons to support the instructional development of students in the Lee County School District

Scientific Based Research: Pena, Delores C. (2000) Parent Involvement: Influencing Factors and Implications

Actions

Person Responsible

Timeline

Resources

Source of Funds

The parents of students in the Lee County School District will have access to the Edline/ Grade quick technology system in order to check student grades and announcements. Students will also be able to use the system to monitor their academic progress. Training for Edline/Gradequick will be made available for teachers, students and parents.

Willie Marshall

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Computers
District Staff
Outside Consultants


ACTION BUDGET:	$

Conduct parent education programs designed to meet the needs of parents from the community.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Technology Inclusion

Building Parental Involvement Facillitators

Start: 08/01/2011
End: 06/30/2012


ACTION BUDGET:	$

Conduct surveys during the school year to gain feedback on the effectiveness of the programs. Result will be used for planning and evaluation.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Technology Inclusion

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Computers
District Staff


ACTION BUDGET:	$

The building and district level A teams will meet along with parents and patrons to monitor and evaluate the district parental involvement plan. Surveys will be sent out and building meets will be held for the annual assessment of the effectiveness of the parental involvement program.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation

Buiding Principals and District Staff

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff


ACTION BUDGET:	$

District Level and building level parent involvement plans have been developed to address active involvement in promoting student achievement and the overall well being of students. Parents have been involved in the development of each schools ACSIP plan.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Central Office
Community Leaders


ACTION BUDGET:	$

Professional Development Funds budget at each building will support this action. The LCSD will conduct two hour professional development sessions for teachers and three hours professional development sessions for administrators related to parent engagement and involvement. Chart paper, markers, post-its and professional text and etc. will be purchased.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development

Saul Lusk

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

Records will be maintained with a list of the certified staff members desgnated as Parent Facilitators for each school. The PF will be compensated according the LCSD contract.
Action Type: Parental Engagement
Action Type: Professional Development

Saul Lusk

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Outside Consultants


ACTION BUDGET:	$

LCSD Will designate a time for each building for a planned parent-teacher conferences at least two times during the school year. Schools will maintain records of attendance of parents. These conferences will also be indicated on each school calender and the District's Master Calender
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement

Saul Lusk

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Computers
District Staff


ACTION BUDGET:	$

LCSD will provide funding for Parent Facilitators and other selected staff, administrators, and parents to attend the ADE Annual Parental Involvement Conference.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development

Saul Lusk

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Outside Consultants
Teachers


ACTION BUDGET:	$

LCSD will purchase materials for parent facilitators.
Action Type: Alignment
Action Type: Equity
Action Type: Parental Engagement

Laura Strickland

Start: 07/01/2011
End: 06/30/2012

Administrative Staff


ACTION BUDGET:	$

Parent Teachers Compacts will be reviewed and filed at the perspective building.s Building parent facilitators will keep sign-in sheets of all parental involvement activities.
Action Type: Equity
Action Type: Parental Engagement

Laura Strickland

Start: 08/01/2011
End: 06/30/2012

Administrative Staff
District Staff


ACTION BUDGET:	$

LCSD administrators will assist building staff in devising appropriate methods of implementing AIP's for students scoring below proficient on state assessments.
Action Type: Equity
Action Type: Professional Development

Saul Lusk

Start: 08/01/2011
End: 12/01/2011

District Staff


ACTION BUDGET:	$

LCSD will support each building in providing assistance to parents un understanding how to monitor a child's progress, standards academic assessment and provide materials and training to help parents work with their child to improve academic achievement.
Action Type: Equity
Action Type: Parental Engagement

Laura Strickland

Start: 08/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff


ACTION BUDGET:	$

LCSD will educate teachers, principal and staff in the importance of eddective communications with and the value of the contributions made by parents Licensed staff will have a minimum of 2 houts of parental involvement professional development. Administrators will have a minimum of 3 hours of parental involvement professional development.
Action Type: Parental Engagement
Action Type: Professional Development

Laura Strickland

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

LCSD will insure that each school meets state and federal requirements for parental involvement including: helping parents understand how to help their children understand how to help their children succeed academically; providing materials and training to help aprents with with their children; educating staff in the importance of effective communications and value the contributions of parents; corrdinating and intergrating parental involvement programs and activities; insuring that information related to schools and parent programs is sent to parents in a timely manner that is easily understood by parents to the extent practical in a language parents can understand.
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development

Laura Strickland

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

The effectiveness of NSLA funds will be monitored through the analysis of student data and the measure of implentation of professional development strategies used within the classroom. Build principals, coordinators and instructional coaches will use CWT data and focus walk data to determine the effectiveness of PD.
Action Type: Program Evaluation

Saul Lusk

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

Total Budget:

Priority 6:

The district will raise awareness of the importance of nutrition and physical activity and will continue to refine local policies that address issues and goals related to nutrition and physical activity.

Supporting Data:

Body Mass Index Data for the 2006-2007 school year 270 students were assessed. Of the students assessed, the following represents the percent of students at risk or overweight or overweight: Whitten Elementary: Males 45.2% and Females 45.1%. Body Mass Index Data for the 2004-2005 school year 290 students were assessed. Of the students accessed, the following represents the percent of students at risk of becoming overweight and/or already overweight: Whitten Elementary-Males 48.0% and Females 44.4%. Body Mass Index Data for the 2003-2004 school year 300 students were assessed. Of the students assessed, the following represents the percent of students at risk of overweight or overweight: Whitten Elementary-Males 41.2% and Females 44.0% School Health Index Module 8, Family and Community Involvement: Elementary, Middle, and High School-Collaboration between schools and parents & community identified as an area needing improvement. All schools need to increase families’ opportunities to learn about health and safety topics. Free and reduced Price Meal Eligibility for the 2007-2008 School year at Whitten Elementary was 0.0% paid, 0.0% reduced, and 100% free. Lee County Unemployment Rate: 2008-8.0%.
Body Mass Index Data SY 2006-07 is as follows at Anna Strong Middle School: Healthy or Overweight is 46% Males and 56.4% Females. At Risk percentages are 21.6% Males and 18.6% Females. Overweight Males are at 31.9% and Females are at 25.5%. School Health Index Module 8, Family and Community Involvement : Elementary, Middle and High School - Collaboration between schools and parents & community identified as an area needing improvement. All schools need to increase families opportunities to learn about health and safety topics. Free and Reduced price Meal eligibility for Anna Strong Middle School 2010 was 100% Free. Lee County Unemployment Rate: The unemployment rate in Lee County in 2010 was 7.9%. Lee County % of population in poverty, 2007 was 39.4% . Anna Strong Middle School had an average daily attendance of 91.13%. We met the attendance goal.
Lee High School Health Index Module 8, Family and Community Involvement: Collaboration between the school and parents, and community was an area identified as needing improvement. All schools need to in crease families opportunities to learn about health and safety topics. Body Mass Index Data SY 2008-2009- 35.3% of the tenth grade male students were Healthy or underweight. 32.4% were over weight/obese. Female students 48.8% were Healthy or Underweight. 19.5% were Overweight and 31.7% were Obese. Body Mass Index Data SY 2007-2008 for Lee Senior High School Grades 9th, 10th, 11th. Total population male students 126 of that 51.7% are healthy/underweight. 15% were at risk. 33.3% were overweight. Body Mass Index Data SY 2006-2007 for Lee Senior High School Grades 9th, 10th, and 1th. Total population of female students 134. Female students 46.3% were healthy and underweight. Free and reduced Lunch price 2009-2010 was 100% Free. Free and reduced Price Meal Eligibility for 2008-2009 for Lee Senior High was 100%. Free and reduced Price Meal Eligibility for 2007-08 for Lee Senior High was 100%. Unemployment rate for Lee County 2007 was 9.6. 2005 was 20.4%: 2004 was 11.5%: Percentage of population in Lee County in poverty: 2005 39.4%

Goal

The District will provide support for students in making healthy lifestyle choices by implementing systems to aid in decreasing the average body mass index (BMI) on routine annual student screening and increasing collaboration between all segments of the school community in support of positive lifestyle choices.

Benchmark

By the 2011-2012 school year there will be a decrease of the average BMI for students by ½% as evaluated by the annual BMI screening.

Intervention: To impact the school nutrition environment, promote student health, and reduce childhood obesity.

Scientific Based Research: PL 108-265, June 30, 2004; ADE Nutrition/Physical Activity Standards; Ark Code: 20-7-133, 20-7-134, And 20-7-135; Reverse the Trends: Create a Healthy School Nutrition Environment for Students, National Food Service Management Institute, 2004.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Implement the district wellness policy as follows: The health and physical well-being of our students directly affects their ability to learn. Childhood obesity increases the incidence of adult diseases occurring in children and adolescents such as heart disease, high blood pressure and diabetes. The increased risk carries forward into their adulthood. Research indicates that a healthy diet and regular physical activity can help prevent obesity and the diseases resulting from it. It is understood that the eating habits and exercise patterns of students cannot be magically changed overnight, but at the same time, the board of directors believes it is necessary to strive to create a culture in our schools that consistently promotes good nutrition and physical activity. The problem of obesity and inactivity is a public health issue. The board is keenly aware that it has taken years for this problem to reach its present level and will similarly take years to correct. The responsibility for addressing the problem lies not only with the schools and the Department of Education, but with the community and its residents, organizations and agencies. Therefore, the district shall enlist the support of the larger community to find solutions which improve the health and physical activity of our students. Goals: In its efforts to improve the school nutrition environment, promote student health, and reduce childhood obesity, the district will adhere to the Arkansas Rules GoverningNutrition and Physical Activity Standards in Arkansas Public Schools. Adhering to these Rules will include, but is not limited to district efforts to 1. Appoint a district school health coordinator and a coordinator for each building, who shall be responsible for ensuring that each school fulfills the requirements of this policy; 2. Implement a grade appropriate nutrition education program that will develop an awareness of and appreciation for nutrition and physical activity throughout the curriculum; 3. Enforce existing physical education requirements and engage students in healthy levels of vigorous physical activity; 4. Strive to improve the quality of physical education curricula and increase the training of physical education teachers; 5. Follow the Arkansas Physical Education and Health Education Frameworks in grades K-12; 6. Not use food or beverages as rewards for academic, classroom or sports performances; 7. Ensure that drinking water is available without charge to all students; 8. Establish class schedules, and bus routes that don't directly or indirectly restrict meal access; 9. Provide students with ample time to eat their meals in pleasant cafeteria and dining areas; 10. Establish no more than nine (9) school wide events which permit exceptions to the food and beverage limitation established by Rule. The schedule of the events shall be by school, approved by the principal, and shall be part of the annual school calendar; 11. Abide by the current allowable food and beverage portion standards; 12. Meet the more stringent of Arkansas' or the U.S. Department of Agriculture's Nutrition Standards for reimbursable meals and a la' carte foods served in the cafeteria; 13. Restrict access to vended foods, competitive foods, and foods of minimal nutritional value (FMNV) as required by law and Rule; 14. Conform new and/or renewed vending contracts to the content restrictions contained in the Rules and reduce district dependence on profits from the sale of FMNV. 15. Provide professional development to all district staff on topics of nutrition and/or physical activity; 16. Utilize the School Health Index available from the Center for Disease Control (CDC) to assess how well the district is doing at implementing this wellness policy and at promoting a healthy environment for its students. Advisory Committee To enhance the district's efforts to improve the health of our students, a School Nutrition and Physical Activity Advisory CommitteeSNPAAC) shall be formed at each school in addition to the district committee. The SNPAAC shall have the powers and responsibilities delegated to it by statute and Rule. The overarching goal of the committee shall be to promote student wellness by monitoring how well the district is doing at implementing this policy. The SNPAAC shall use modules 1, 2, 3, 4, and 8 of the CDC's School Health Index as a basis for assessing each school's progress toward meeting the requirements of this policy. The results of the annual assessment shall be included in each school's ACSIP, provided to each school's principal and district staff.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Wellness

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
District Staff
Teachers


ACTION BUDGET:	$

Appropriate amounts of time for physical education and physical activity will be provided within the buildings.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Wellness

Lori Ginn, District Wellness Chair

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Community Leaders
District Staff
Outside Consultants
Teachers


ACTION BUDGET:	$

Appropriate professional development in good nutrition and physical health including updated training in CPR will be provided.
Action Type: Equity
Action Type: Professional Development
Action Type: Wellness

Saul Lusk - Superintendent

Start: 07/01/2011
End: 06/30/2012

Central Office
District Staff
Outside Consultants


ACTION BUDGET:	$

Health fairs will be planned in conjunction with family nights to improve parental involvement in promoting good health and nutrition.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Wellness

lori Ginn, Wellness Director

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

PROGRAM EVALUATION FOR WELLNESS: 1. To ensure implementation of the wellness policy, meetings are held by the district wellness committee. The School Health Index is completed in all schools annually. All students are scheduled into a physical activity classes to encourage them to be physically fit. Each building's wellness committee members are continuing to encourage awareness of the importance of a healthy diet and being physically fit and will continue to monitor implementation of these strategies. (2) The School Health Index and BMI results will be used to determine areas of needed improvement. Menus will be reviewed and adjustments will be made as needed. The building wellness committee will continue to encourage awareness of the importance of a healthy diet and being physically fit and will continue to monitor implementation of these strategies. Students learn about healthy lifestyles and diet in health classes and all students will participate in physical activities through PE classes. Student progress in these classes will be monitored by the teachers. (3) Students are impacted by the implementation of the wellness policy by being provided nutritious meals at breakfast and lunch, healthy snacks when appropriate, and participate in scheduled physical activity which in turn helps the students be more ready to learn by being physically fit. Students and prents are more aware of the need for a healthy lifestyle.
Action Type: Program Evaluation
Action Type: Wellness

Lori Ginn, Wellness Director

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

LCSD will promote a safe, healty drug free environment by continuing to implement to good for drugs curriculum in grades K- 8 along with the companion piece beginning in the 2011-12 school year. The Too Good for Drugs workbooks and updated teaching materials will be purchased along with the too good for bullying curriculum.
Action Type: Parental Engagement

Building Counselors

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Community Leaders
District Staff
Teachers

Title IV-A - Materials & Supplies:	$1769.97

ACTION BUDGET:	$1769.97

Based on the provisional 2 status of the LCSD we will pay monies out of NSLA funds to the Food Service Department of LCSD

Doris Lewellan

Start: 07/01/2011
End: 06/30/2012

NSLA (State-281) - Purchased Services:	$51000.00

ACTION BUDGET:	$51000

Two social workers will be Hired Edwards and Sims (FTE 1.0) to work at the Elementary and the Middle School. The salary of 27,000.00 will be paid for with DHS grant and the benefits, retirement, and insurance will be covered with NSLA funds.
Action Type: Collaboration

Saul Lusk

Start: 07/01/2011
End: 06/30/2012

NSLA (State-281) - Employee Benefits:	$12002.05
NSLA (State-281) - Employee Salaries:	$1.00

ACTION BUDGET:	$12003.05

Total Budget:

$64773.02

Priority 7:

The Lee County School District will address critical findings that were highlighted by the ADE scholastic audit in 2007 at Anna Strong Elementary School,Lee High School and Whitten Elementary.The School have choosen the following restructing options for 2010 -2011 Whitten Elementary - "Reconfiguration of Grades" Anna Strong Middle School - Option 5: "Reconfiguration of Grades Lee High School - Turnaround with New Leaders and Staff

Supporting Data:

Scholastic Audit Standard 1 measures the extent to which the school develops and implements a curriculum that is rigorous, intentional, and aligned to state and local standards. At Lee High School the 2007 Audit revealed that 86% of the indicators listed in standard 1 were rated as having little or no development in the school/district. At Anna Strong Elementary School the Audit revealed that 86% of the indicators listed in standard 1 were rated as having little or no development in the school/district. At Lee High School the Audit findings were that 86% of the indicators reflected little or no development or implementation, 14% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 2 measures the extent to which the school utilizes multiple evaluation and assessment strategies to continuously modify instruction to meet student’s needs and support proficient student work. At Lee High School the 2007 Audit revealed that 74% of the indicators reflected little or no development or implementation, 13% of the indicators reflected limited development or partial implementation, 13% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 50% of the indicators reflected little or no development or implementation, 50% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 3 measures the extent to which the School’s instructional program actively engages all students by using effective, varied, and researched-based practices to improve student performance. At Lee High School the 2007 Audit revealed that 87% of the indicators reflected little or no development or implementation, 13% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 38% of the indicators reflected little or no development or implementation, 62% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 4 measures the extent to which the School/District functions as an effective learning community and supports a climate conducive to performance excellence. At Lee High School the 2007 Audit revealed that 82% of the indicators reflected little or no development or implementation, 18% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 18% of the indicators reflected little or no development or implementation, 82% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 5 measures the extent to which the School/District works with families and community groups to remove barriers to learning in an effort to meet the intellectual, social, career and development needs of students. At Lee High School the 2007 Audit revealed that 80% of the indicators reflected little or no development or implementation, 20% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 0% of the indicators reflected little or no development or implementation, 80% of the indicators reflected limited development or partial implementation, 20% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 6 measures the extent to which the School/District provides researched based, results driven professional development opportunities for staff and implements performance evaluation procedures in order to improve teaching and learning. At Lee High School the 2007 Audit revealed that 92% of the indicators reflected little or no development or implementation, 8% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 58% of the indicators reflected little or no development or implementation, 42% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 7 measures the extent to which the School/District instructional decisions focus on support for teaching and learning, organizational direction, high performance expectations, creating a learning culture, and developing leadership capacity. At Lee High School the 2007 Audit revealed that 82% of the indicators reflected little or no development or implementation, 18% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 27% of the indicators reflected little or no development or implementation, 73% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 8 measures the extent to which there is evidence that the school is organize to maximize all available resources to support high student and staff performance. At Lee High School the 2007 Audit revealed that 80% of the indicators reflected little or no development or implementation, 20% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 10% of the indicators reflected little or no development or implementation, 90% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
Scholastic Audit Standard 9 measures the extent to which the School/District develops implements and evaluates an ACSIP that communicates a clear purpose, direction and action plan focused on teaching and learning. At Lee High School the 2007 Audit revealed that 81% of the indicators reflected little or no development or implementation, 19% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation. At Anna Strong Elementary School the Audit revealed that 19% of the indicators reflected little or no development or implementation, 81% of the indicators reflected limited development or partial implementation, 0% of the indicators reflected fully functional and operational level of development and implementation, and 0% of the indicators reflected exemplary level of development and implementation.
In reviewing the Scholastic Audits of All three campuses the district found some common findings that could be lead and coordinated by district personnel. 1. The district Curriculum committee will be restructed and outside consultants will be hired to align the curriculum in literacy and math. 2. A district level professional development committee was formed to evaluate PD currently provided in the district and create both long and short term plans for professional development.

Goal

The combined population and all subpopulations at Whitten Elementary, Anna Strong Middle School, and Lee High School will meet AYP on the Benchmark exams or will meet the threshold of "safe harbor".

Benchmark

Benchmark 1: During the 2011-2012 school year, all schools will make adequate yearly progress as determined by the Arkansas Department of Education.

Intervention: 1: The district will provide administrative support and services to ensure that all children are exposed to high-quality academic curriculum, and instructional materials that are aligned with challenging state academic standards.

Scientific Based Research: English, Fenwick W. (2000). Deciding What to Teach and Test. Thousand Oaks, CA: Corwin Press.

Actions

Person Responsible

Timeline

Resources

Source of Funds

1. The District will support professional development activities designed to ensure that the Local curriculum is aligned with the Arkansas Frameworks. Included in this action would be paying stipends to teachers and specialists to do curricular alignment activities or to attended related professional development during non contracted time.
Action Type: ADE Scholastic Audit
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Professional Development

Federal Programs Coordinator

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Computers
District Staff
Outside Consultants
Teachers


ACTION BUDGET:	$

2. The District will provide the resources for professional development activities necessary to ensure teachers and instructional staff has access to training necessary to properly implement the adopted curricular materials including textbooks, curriculum based software, and supplementary curriculum materials.
Action Type: ADE Scholastic Audit
Action Type: Alignment

Federal Coordinator

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

Total Budget:

Goal

The Combined population and all subpopulations at ASMS and LHS will meet AYP on the benchmark exams, Algebra 1 and Geometry End of Course Exams, and the 11th grade Literacy Exam.

Benchmark

By the end of the 2011-2012 school year, there will be a 10% increase in th number of staff who utilize differentiated instruction and best practices teaching stategies at least 85% of the time as documented through focus walks and CWT.

Intervention: Implementation of restructuring actions will focus on academic performance, learning environment, and efficiency.

Scientific Based Research: Zemelman, S. Daniels, H., Hyde. A. (1988) Best practice - new standard for teaching and learning in America’s schools. 2nd edition; Gregory, Gallel and Carolyn Chapman. (2002) Differentiated instructional strategies - one size doesn't fit all; Chapman, C. King, R. (2003) Differentiated instructional strategies for reading in the content areas; Tomlinson, Carol A. (2001) How to differentiate instruction in mixed ability classrooms. 2nd edition.

Actions

Person Responsible

Timeline

Resources

Source of Funds

ACADEMIC PERFORMANCE: Response to Interventions will be utilized to help improve achievement in literacy.
Action Type: Alignment

Murdock, Love, Lewis

Start: 07/01/2011
End: 06/30/2012

District Staff
Teachers


ACTION BUDGET:	$

Title I 10% District Improvement Year 2 Reserve exceeding $147,105.10
LCSD has contracted with Learning Forward in Whitten, Anna Strong Middle School and Lee High SChool to provided building specific support based on EOC, Benchmark and Iowa data. They have also administered a professional development survey to establish the needs and feelings of the staff in the area of professional development. The consultants are facilitating the use of data, word walls and high yeild instructional strategies to increase the rigor and pace of instruction in the classroom. LCSD has also partner with Learning Forward to create a Professional Development Plan, Coaches Academy and District Level support in the school improvement process. The success of these efforts will be the completion of the LCSD Professional Development Plan and having trained teachers as leaders on each campus who can work to build teacher capcity. We will also measure success by increased student achievement in each building.
Action Type: Collaboration

Saul Lusk, Superintendent

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
District Staff

Title I - Purchased Services:	$345400.00

ACTION BUDGET:	$345400

PROGRAM EVALUATION 1) To ensure that the restructuring actions are implemented focus walks completed by the principals and consultants to monitor best practices in teaching strategies, classroom observations completed by principals and surveys will be used. (2) The process will include weekly classroom focus walks and weekly leadership meetings to review the data collected. The consultants will be included in the leadership meetings. (3) The data will be reviewed and updated periodically throughout the school year and agendas and minutes will be maintained from the leadership meetings. At the end of the year all of the data will be reviewed and appropriate actions and revisions will be planned.
Action Type: Program Evaluation

Murdock, Love, Lewis Principals

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
District Staff
Outside Consultants
Teachers


ACTION BUDGET:	$

Total Budget:

$345400

Priority 11:

The Lee County school district will utilize Root Cause analysis to create a data driven district, which uses both formative and summative data to create strategic instructional practices and high quality professional development for student growth and academic success.

Supporting Data:

1.In 2010, Anna Strong Middle School 5th Grade students were administered the Benchmark Exam: 27 of 77 students or 35% of the combined population scored proficient or advanced in Literacy. 22 of 66 or 33% of the African American population scored proficient. 27 of 75 students or 36% of the Economically Disadvantaged scored proficient or advanced in Literacy. The identified area in Reading with the greatest weakness was content passage on both multiple choice and open response. Style was the weakest area in Writing.

Goal

To increase student performance on all state mandated test by 10%.

Benchmark

For All schools in the Lee County School to make AYP status and for all students to make growth on the 2010-2011 school year.

Benchmark

The students of Lee County will meet their growth based on the ADE growth model on the 2012 state test.

Intervention: To provide root cause analysis training to district support staff so that they can train all building staff

Scientific Based Research: Scientific Based Research: TECH-KNOW: INTERGRATING ENGAGING ACTIVITIES THROUGH STANDARDS-BASED LEARNING, By: Ernst, Jeremy V. Taylor, Jerianne S., Peterson, Richard E., Technology Teacher, 07463537 October 2005: Vol. 65, Issue 2 Scientific Research: Darling Hammond, L. (2001). The Right to Learn, A Blueprint for Creating Schools that Work. Jossey-Bass, ISBN:0787959421; Lauer, P. A., Snow, D. Martin-Glenn, M., VanBuhler, R. J. Stoutemeyer, K., Snow-Renner, R. (2005). The Influence of Standards on K-12 Teaching and Learning: A Research Synthesis, Aurora, CO: Mid-continent Research for Education and Learning;McRel.(2005). McRel Insights-Standards-based Education. : Putting Research into Practice. Aurora, CO. "The Challenge of Content-Area Reading: A Conversation with Donna Ogle" by Marcia D'Arcangelo in Educational Leadership, Reading and Writing in the Content Areas Pages 12-15, November 2002, Volume 60 Number 3 Fisher, Douglas, Frey, Nancy and Williams, Douglas, "Seven Literacy Strategies That Work." Copyright 2002 EBSCO Publishing. "They Can Because They Think They Can," by Richard T. Vacca article in Educatonal Leadership, February 2006 "Getting Started: Manageable Literacy Practices, by Gay Ivey-Reading Writing in Content Area, Educational Leadership. November 2002, Volume 60, Number 3, pp 20-23. "Building Academic Vocabulary" Robert J. Marzano and Debra J. Pickering Association for Supervision and Curriculum Development, Alexandra, Virginia USA Copyright 2005.

Actions

Person Responsible

Timeline

Resources

Source of Funds

To support the School Improvement Process in Lee High School and Anna Strong middle school an external provider will be hired to increase rigor of instruction within the classroom and provide guidance to the Instructional Leaders. SIG 1003a 2010-2011.
Action Type: SIF 1003(g) 10-11

Laura Strickland

Start: 01/01/2011
End: 06/28/2012

Special Grants:	$49610.00

ACTION BUDGET:	$49610

Total Budget:

$49610

Priority 12:

The LCSD will provided adequate administration and resources to ensure that the special education triggers are removed according to the District Annual Performance Plan and district data.

Supporting Data:

Goal

To provide coordination and support of activities which will positively effect services and student outcomes povided to and for CWD in the Lee County School District.

Benchmark

By the end of the 2011-2012 school year, the district will increase the number of cwd that graduate in the Lee County School District

Benchmark

By the end of the 2011-2012 school year, the district will increase the number of CWD that graduate in the Lee County School District

Benchmark

By the end of the 2011-2012 school year the district will increase the number of CWD that score proficient in Math and Literacy in the LCSD.

Benchmark

By the end of the 2011-2012 school year, the district will reduce the number of CWD students that are suspended or expelled in the LCSD.

Benchmark

By the end of the 2011-2012 school year, the district will increase the number of CWD students in the regular classroom to 80% or more of the school day based on 2011-2012 IEP's, for CWD students.

Benchmark

Intervention: Implement strategies to increase the number if CWD students graduating to be equal to or greater than the percentage compared to the LCSD's regular graduation rate. Establish procedures to review the evaluation and placement of students being considered for, or currently receiving special education services.

Scientific Based Research: "Help Close the Achievement Gap" editorial by Wilam Peeble-Wilkins, Children and School, Vol. 27 Number 4 October 2005 pp 195-196

Actions

Person Responsible

Timeline

Resources

Source of Funds

Collect and analyze school data annualy to compare the percentage of students in the general population and the percentage in special education poluation by enthnicity and disability
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion

Lori Ginn

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Community Leaders
Performance Assessments
Teachers


ACTION BUDGET:	$

Consult with school IEP team/teachers throughout the year to determine the need for additional data in order to monitor placement procedures of students currently receiving special education services.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion

Lori Ginn

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Performance Assessments
Teachers


ACTION BUDGET:	$

Review the Least Restrictive Environment criteria for all students currently recieving special education services.
Action Type: Alignment
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education

Lori Ginn

Start: 07/01/2011
End: 06/30/2012

Administrative Staff


ACTION BUDGET:	$

Professional Development will be provided to teachers on appropriate interventions that provide additional resources and strategies effective in reducing the number of referrall for special education evaluations.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education

Lori Ginn

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
Central Office
Teachers


ACTION BUDGET:	$

Total Budget:

Intervention: To provide opportunities and support to students, teachers and staff, to support CWD in increasing the number of scoring proficent in the areas of math and literacy.

Scientific Based Research:

Actions

Person Responsible

Timeline

Resources

Source of Funds

The district will provide staff development sessions or a series of workshops and implement those techniques in the classroom to improve test scores in Literacy and Math.
Action Type: Special Education

Lori Ginn

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

Total Budget:

Intervention: Implement strategies to reduce the number of suspensions and expulsions of special education services.

Scientific Based Research: Salend, S.J., Sylvester, S. " Understanding and Addressing oppositional and defiant classroom behaviors." Teaching Exceptional Children 37, 32-39

Actions

Person Responsible

Timeline

Resources

Source of Funds

LCSD will collaborate with outside Therapy Agencies including Life Strategies, Counseling Consultants and Counseling Services of Eastern Arkansas.
Action Type: Collaboration
Action Type: Equity
Action Type: Special Education

Saul Lusk

Start: 07/01/2011
End: 06/30/2012


ACTION BUDGET:	$

The District Will incorporate at the Elementary and Middle School the PBIS program into the school learning community.
Action Type: Alignment

Saul Lusk,

Start: 07/01/2011
End: 06/30/2012

Administrative Staff
District Staff


ACTION BUDGET:	$

Total Budget:

Planning Team

Classification	Name	Position	Committee
Classroom Teacher	Graves, Sandra	Elementary Teacher	Federal Programs District Advisory Committee
Classroom Teacher	Mrs. Cleola Williams	Teacher	Federal Programs District Advisory Committee
Classroom Teacher	Mrs. Ruth Greer	Teacher	Federal Programs District Advisory Committee
Classroom Teacher	Ms. Teresa Clemons	Teacher	Federal Programs District Advisory Committee
Community Representative	Banks, Wanda		Federal Programs Advisory Committee
Community Representative	Mrs. Lois Boyd	Community Representative	Federal Program District Advisory Committee
Community Representative	Mrs. Pat Audrisch		Federal Programs District Advisory Committee
Community Representative	Mrs. Sue Moore	Community Representative	Federal Programs District Advisory Committee
Community Representative	Mrs. Suzy Keasler		Federal Programs District Advisory Committee
District-Level Professional	Helms, Jeanie	Finance Coordinator	Federal Programs District Advisory Committee
District-Level Professional	Marshall, Willie	Technology Coordinator	Federal Programs District Advisory Committee
District-Level Professional	Mrs. Dorisey Brown	District Reading Specialist	Federal Programs Advisory Committee
District-Level Professional	Mrs. Lori Ginn	Special Education Coordinator	Federal Programs District Advisory Committee
District-Level Professional	Mrs. Ruby Farmer	Instructional Assistant	Federal Programs District Advisory Committee
District-Level Professional	Mrs. Willie M. Murdock	Administrative Assistant	Programs District Adivisory Committee
District-Level Professional	Ms. Laura Strickland	Accountability Specialist	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Fisher, Gwen	Paraprofessional	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Hart, Carol	Secondary Librarian	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Hill, Bernice	Instructional Specialist	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Kilgore, Karen	Instructional Specialist	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Matthews, Carolyn	Paraprofessional	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	McDaniel, Barbara	Instructional Specialist	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Mr. Theodore Shumpert	Counselor	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Mr. Michael Rodriguez	Secondary Counselor	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Mrs. Wilma Holmes	Librarian	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Ms. Dorothy Flanagin	Librarian	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Shaw, Historia	Secretary	Federal Programs Advisory Committee
Non-Classroom Professional Staff	Shears, Particia	Instructional Specialist	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Smith, Lavern	Elementary Counselor	Federal Programs District Advisory Committee
Non-Classroom Professional Staff	Taylor, Shirley	Elementary Librarian	Federal Programs District Advisory Committee
Parent	Mr. Isaac Green	Parent	Federal Programs District Advisory Committee
Parent	Mrs. Kandral Betts		Federal Programs District Advisory Committee
Parent	Mrs. Precilla Wade		Federal Programs District Advisory Committee
Parent	Mrs. Robbia Johnson	Parent	Federal Programs District Advisory Committee
Parent	Mrs. Rose Hall		Federal Programs District Advisory Committee
Parent	Ms. Arlene Long		Federal Programs District Advisory Committee
Parent	Owensby, Betty		Federal Programs Advisory Committee
Parent	Rev. J. L. Patterson	Parent	Federal Programs District Advisory Committee
Parent	Shackleford, Evelyn		Federal Programs District Advisory Committee
Principal	Jones, John E.	GT Systems Administrator	Federal Programs Advisory Committee
Principal	Mrs. Carolyn Love	Principal	Federal Programs District Advisory Committee
Principal	Mrs. Lillie Sexon	PreSchool Director	Federal Programs District Advisory Committee