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School Plan

NEVADA HIGH SCHOOL

Arkansas Comprehensive School Improvement Plan

2011-2012


The mission of Nevada High School is to provide a safe school climate in which all students will be permitted to reach their highest educational goals with an emphasis on proficiency in literacy and mathematics.

Grade Span: 7-12 Title I: Not Applicable School Improvement: SI_4

Table of Contents

Priority 1: Literacy
    Goal: All students will improve reading comprehension and writing skills across the curriculum.
Priority 2: Mathematics
    Goal: All students will improve math procedures, problem solving skills and ability to respond to open-response items.
Priority 4: Wellness
    Goal: To develop life-long healthy choices.
Priority 1: Improvement of Literacy Skills
Supporting Data:
  1. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    Benchmark-7th Grade Literacy Exam
    Report Created: August 24, 2011
    2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    23 Students: 56% of Combined Students
    14 Students: 43% of African American Students
    9 Students: 78% of Caucasian Students
    20 Students: 50% of Econ. Disadvantaged Students
    2 Students: 50% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    28 Students: 46% of Combined Students
    9 Students: 22% of African American Students
    17 Students: 53% of Caucasian Students
    16 Students: 31.0% of Econ. Disadvantaged Students
    2 Students: 0% of Students with Disabilities
    2011-#Tested & Percent of Students Scoring Proficient/Advanced:
    32 Students: 51% of Combined Students
    8 Students: 25% of African American Students
    17 Students: 59% of Caucasian Students
    24 Students: 50% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Reading-Literary Passage, Open Response-Writing-Content and Style domains. Multiple Choice-Writing.
    The lowest identified areas for African Americans were Open Response-Reading-Literary Passage, Open Response-Writing-Content and Style domains. Multiple Choice-Writing.
    The lowest identified areas for Caucasian were Open Response-Reading-Literary Passage, Open Response-Writing-Content and Style domains. Multiple Choice-Writing.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Reading-Literary Passage, Open Response-Writing-Content and Style domains. Multiple Choice-Writing.
  2. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    Benchmark-8th Grade Literacy Exam
    Report Created: August 24, 2011
    6 Students: 17% of Students with Disabilities
    2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    24 Students: 67% of Combined Students
    8 Students: 75% of African American Students
    16 Students: 71% of Caucasian Students
    13 Students: 61% of Econ. Disadvantaged Students
    3 Students: 0% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    24 Students: 67% of Combined Students
    13 Students: 62% of African American Students
    11 Students: 73% of Caucasian Students
    20 Students: 60% of Econ. Disadvantaged Students
    28 Students: 50% of Combined Students
    8 Students: 38% of African American Students
    18 Students: 50 % of Caucasian Students
    16 Students: 31% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Reading-Literary Passage. Writing-Content and Style domains. In Multiple Choice-Writing.
    The lowest identified areas for African Americans were Open Response-Reading-Literary Passage. Writing-Content and Style domains. In Multiple Choice-Writing.
    The lowest identified areas for Caucasian Open Response-Reading-Literary Passage. Writing-Content and Style domains. In Multiple Choice-Writing.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Reading-Literary Passage. Writing-Content and Style domains. In Multiple Choice-Writing.
    ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    Literacy-11th Exam
    Report Created: August 24, 2011
    2009-# Tested & Percent of Students Scoring Proficient/Advanced:
    30 Students: 30% of Combined Students
    15 Students: 27% of African American Students
    15 Students: 33% of Caucasian Students
    20 Students: 25% of Econ. Disadvantaged Students
    7 Students: 0% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    34 Students: 38% of Combined Students
    14 Students: 29% of African American Students
    16 Students: 44% of Caucasian Students
    15 Students: 20.0% of Econ. Disadvantaged Students
    4 Students: 0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    31 Students: 51% of Combined Students
    15 Students: 47% of African American Students
    14 Students: 57% of Caucasian Students
    20 Students: 45% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Content Passage; Writing - Content and Style Domains. In Multiple Choice-Literary Passage.
    The lowest identified areas for African Americans were Open Response--Content Passage; Writing - Content and Style Domains. In Multiple Choice-Literary Passage.
    The lowest identified areas for Caucasian were Open Response-Content Passage; Writing - Content and Style Domains. In Multiple Choice-Literary Passage.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Content Passage; Writing - Content and Style Domains. In Multiple Choice-Literary Passage.
    The lowest identified areas for Students with Disabilities were Open Response--Content Passage; Writing - Content and Style Domains. In Multiple Choice-Literary Passage.
  3. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    SAT 10 Exam 9th Grade
    Report Created: August 24, 2011
    This is base line year for IOWA Literacy Exam.
    2011-# Tested & Percent of Students Scoring at or Above 50 Percentile:
    29 Students: 21% of Combined Students
    The lowest identified areas for the combined population were Vocabulary and Comprehension
  4. The graduation rate for the 2005 school year was 87.8%,for the 2006 school year it was 92.6%, for the 2007 school was 93.7%, for 2008 was 94.8%, for 2009 was 90.9% for 2010 was 93.9.
Goal All students will improve reading comprehension and writing skills across the curriculum.
Benchmark At the end of the 2010-2011 school year, 51% of the Combined Population for Grade 7 Literacy Benchmark was proficient or above. By the end of the 2011-2012 school year, 83% of the Combined Population will be proficient or above. At the end of the 2010-2011 school year, 50% of the Combined Population for Grade 8 Literacy Benchmark was proficient or above. By the end of the 2011-2012 school year, 83% of the Combined Population will be proficient or above. At the end of the 2010-2011 school year, 51% of the Combined Population for the 11th Grade Literacy Exam was proficient or above. By the end of the 2011-2012 school year, 83% of the Combined Population will be proficient or above.
Intervention: Curriculum Alignment and Mapping/Total Instructional Alignment
Scientific Based Research: Jacobs, Heidi Hayes. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12.ASCD. Carter, L. (2007). Total Instructional Alignment: From Standards to Student Success. Bloomington, IN: Solution Tree.
Actions Person Responsible Timeline Resources Source of Funds
Each teacher will map the curriculum of at least one course per year and develop curriculum guides of each course. Maps will be reviewed at the beginning of each year, compared to the Benchmark Results and State Frameworks and common core for vertical and horizontal alignments, and modifications will be made as required.
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
 Steven Bell, Social Studies Teacher Start: 10/01/2003
End: 06/30/2015
  • Administrative Staff
  • Central Office
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
AIP's will be developed for all students, not just those scoring below proficient on Benchmarks and EOC Exams. The school has extended the day by 30 minutes to allow for a "Guided Study" period for mathematics and literacy. All students will be assigned to this class, regardless of Benchmark and EOC scores. It is the belief of the school that unless a student is at an Advanced level, they can benefit from this time of guided study. There is also a class developed for students in "Test Preparedness" for students to improve testing skills with an emphasis on open response questions. Parents will be notified of this classroom and its purposes in Parent Teacher Conference. Teachers will receive training on best practices that are aligned to the state frameworks for the time period and results will be measured through improved test scores, removal from AIP status, and classroom test improvements. Administrators will do CWT and the use of the newly developed teacher evaluation process to ensure proper methods are being implemented into the classes.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Libby Millward, English Teacher Start: 07/01/2011
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
NSLA and REAP Funds will be used to support technology in classrooms. Smart Board Technology, projectors, and material and supplies will be purchased to supplement classroom teaching materials. This will ensure that all classrooms in high school is now equipped with smart board technology. These teachers will receive extensive training to ensure they have all the skills needed to implement instruction with Smart Board Technology. Evaluation of success will be through the new teacher evaluation program adopted by the ADE.
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Eddie Buie Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Teachers
NSLA (State-281) - Materials & Supplies: $4101.61
ACTION BUDGET: $4101.61
Nevada School District Teacher Institute Training, in conjunction with Southwest Educational Cooperative will continue training in Total Instructional Alignment (TIA) and common core frameworks. The main purposes of TIA is to ensure that all schools in the cooperative area are teaching aligned standards during the same 9 weeks, semester, and student year by grade levels, Alignment of the System, Alignment of Standards, Curriculum, and Assessments, and Alignment of Instructional practices in the classroom.. Training has been conducted after the educational cooperative from northwest Arkansas went through the alignment process of aligning all subject areas with the assistance of Lisa Carter, Ed.S. Teachers from Nevada elementary and high school attended trainings and brought that expertise back to our teachers. During the summer session weeklong workshops were conducted with all math and literacy teachers (K-12) to ensure vertical and horizontal alignment for K-12 at Nevada as well as other schools in our educational region. We also included related arts areas to assist in the Teaching Across Curriculum. Teachers in grades K-12 developed lessons plans in math and literacy, as well as Pacing Guides to ensure a standards based curriculum was consistent within our schools and with the schools in our region. Nevada Schools opted to start alignment with math and literacy and will expand into other curriculum areas in the summer before the 2009-2010 school years and continues annually at the Teacher Institute of Nevada School District. Progress of the TIA program will be measured through class room walkthrough and the new teacher evaluation programs to ensure teachers are following Pacing Guides, Target Testing, classroom assessments, Benchmark assessments, and new teacher evaluation process beginning in the 2011-2012 school years to ensure alignment has met the needs of teaching standards at the proper levels. The Pacing Guides and Alignment process will be annually visited and changes made as required. Funds will also be used to support IMPAC/Compass Lab teacher. Lab will focus on Literacy Skills, instruction and professional development that will aid teachers of all grade levels with implementing technology procedures of IMPAC into lesson plans. Administrators will assess programs through pre-post tests, IOWA and Benchmark scores, newly developed state teacher evaluation process, and CWT.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Frank Bradley/Principal Start: 07/01/2011
End: 06/30/2015
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments)new state developed teacher evaluation program and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
GT Coordinator conducts Monthly meeting with 7-12 students that are identified and in the GT program. Focus of meeting is to monitor grades, educational opportunities, and develop improvement plans for up-coming scholastic events. Evaluations are conducted through questionnaires and surveys. Surveys are shared with parents and students.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Program Evaluation
 Kay Daniel, GT Coordinator Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Total Budget: $4101.61
Intervention: Comprehensive Literacy
Scientific Based Research: Butler, A., & Turbill, J. (B1984). Towards a Reading-Writing Classroom. Portsmouth, NH: Heinemann/ Harvey, Stephanie and Goudbis, Anne. Strategies That Work: Teaching comprehension to enhance understanding. 2000. Stenhouse. "WestHall Software Solutions; Nationally Recognized for Improving Test Scores in Arkansas" 2004. Family Literacy Night: Epstein, J.L. (1994). "Theory to practice: School and family partnerships lead to school improvement and student success." School, family and community interaction: A view from the firing lines.
Actions Person Responsible Timeline Resources Source of Funds
Selected teachers will attend the Writing Across the Curriculum Workshop sponsored by "High Schools That Work". They will in-service the rest of the faculty during the Nevada Teacher Institute on best practices for the classrooms and develop implementation strategies. Teachers will implement these practices in classrooms and in the AIP Guided Practices classrooms for students scoring below proficient. All teachers of students in grades 7-12 will require at least one or more monthly writing assignments from all students; the length of this assignment can range from a paragraph to a multi-page report. A group of teachers will develop a generic rubric that can be used by teachers in all disciplines to assess the students' writing. Teachers will be divided into committees to create a list of writing prompts for each discipline. Some teachers will keep portfolios of the students' writing. Success will be measured by CWT, review of classroom activities, and improved test scores.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Deanna Ellis Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
A committee will be developed from Literacy Priority to investigate the expansion of Literacy Lab into the secondary level. Literacy Lab is a component of the Elementary School, and it is proving successful. Literacy Specialist from the ADE and Southwest Educational Cooperative will assist in training and implementation of strategies upon adoption of program.
Action Type: Collaboration
Action Type: Professional Development
 Charlotte Bryant Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
NSLA Funds will be used to fund a 1. FTE highly qualified Science teacher and 1. FTE English Teacher, as pursuant to restrictions set forth in Section 6.06 of rules and regulations of Special Needs funding, in order to improve instruction and increase academic achievement for students. After consultation with ADE Standards Unit, Nevada School District implemented the use of Section 6.06.3 allowing school districts national school lunch state categorical funds to pay the salaries of those teachers which are used to reduce the pupil to teacher ratio below the mandates required by the Arkansas Standards of Accreditation. Also under the previous conditions and under Section 6.06.3.2, Nevada School District did use national school lunch state categorical funds to support the salaries of the class-size-reduction teachers before June 30 in the 2006-2007 school years. Funds will also be used to update teaching materials.
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development
 Frank Bradley Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
NSLA (State-281) - Employee Benefits: $21068.60
NSLA (State-281) - Employee Salaries: $79024.00
ACTION BUDGET: $100092.6
The Arkansas Department of Workforce Education has approved start-up funding for Nevada High School in the amount of $39,291.25 for the Multimedia program of study. This is 85% of the estimated cost for equipment to meet minimum specifications. Nevada High School will continue this program.
The multimedia program of study will give students experience in using various equipment and software to merge text, graphics, video, and sound to produce special visual expressions. Students will study the process of analyzing information and audience in order to produce appropriate visual signals to communicate the desired message effectively.
The students may produce animations, web pages, videos, and school news broadcasts. These students will walk away from the class with skills that will be useful at home, church, or in any organization they may choose to be a part of. The exposure to audio/video equipment, video and sound editing software, cables, etc. will help ready the students for active rolls in the community.
Expected Outcomes: Enrollment in the Multimedia program will increase from four students to at least twelve students within three years. Students will learn to edit photos and video using Adobe Photoshop and Adobe Premiere Elements software. Students will move from creating and/or editing individual elements (text, graphics, audio, video, and animation) to combining those elements to create multimedia projects.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Shelly Rhodes, Business Teacher Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams and the newly developed state teachers evaluation process.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2011
End: 06/30/2013
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Smart Accountability: Nevada will work through the Southwest Educational Cooperative (SWEC) a Target Assessment program. Teachers will use results of Target test to refine learning for students in the classroom. Principal and testing coordinator will review results and develop suggestions for implementation and changes in the testing programs. Due to High School being identified as SW Year 3 School Improvement, the school will work with the Arkansas Department of Education under the Smart Accountability program to improve Math and Literacy programs. Southwest Educational Cooperative will evaluate target testing materials, review with testing coordinator and math and literacy teachers. SWEC has agreed that they will conduct the coaching model for literacy and math teachers each month at the high school and each two months at the elementary level. The Literacy and Math Specialist from the educational cooperative, through assignment by the co-op director, will meet these modeling assignments. Principal and Federal Coordinator will attend CWT Training to evaluate the success of the Smart Accountability programs. Lynne Cooley, Literacy Specialist Oral Language Development Alphabetic Principle Advanced Decoding Phonics Word-Study Vocabulary Fluency Reading Interventions DIBELS-Administration and analysis Analysis of Cumulative Data to inform literacy instruction including: DIBELS, writing samples, Running Records, DRA, DSA, QPS, Anecdotal Records 5 Essential Elements for effective reading instruction Literacy Corners Comprehensive Literacy Components: • Shared Reading • Interactive Read-Aloud • Guided Reading • Interactive Writing • Write-Aloud • Assisted Reading/Writing Groups Reader’s/Writer’s Workshop Writing Across the Curriculum Benchmark Prep Strategies that Work Instructional Facilitator’s training ELLA ELF I went through TOT for Step Up to Writing 10 years ago. I have presented vocabulary workshops at all levels. I have worked with all levels with Benchmark Prep instruction. I have presented training in Reading and Writing Strategies at all levels. I was a McRat trainer in a previous life. I have been through a Scholastic Audit introductory training. I have completed the LETRS Institute training Modules 1-3 . I was trained and employed as a Reading Recovery Teacher. I completed Linda Dorn’s training for Literacy Coaches. The focus of training for the Literacy Unit for the year will be working with the adolescent learner. I have participated in the Howie Knoff Leadership Training that was provided for all Learning Services Specialists last year. Judy Harris, Literacy Specialist Reading and Writing Workshop Approach to Instruction Content Area Reading Comprehension Strategies Comprehensive Literacy Instruction (ELLA,ELF, Literacy Lab) Classroom Walkthrough support Instructional Facilitator support Data Disaggregation Differentiated Instruction PLC’s Reading Interventions for Struggling Students Nona Talley, Science Specialist Science Content K-12 Science Instructional Stratégies Using the frameworks to plan lessons Using data to make decisions in instruction Using computers and technology in the science classroom Working with instructional facilitators to plan coaching sessions with teachers Working with instructional facilitators to help prepare them to model lessons or parts of lessons in classrooms Observing classes with instructional facilitators, principals, or America’s Choice Design Coach Working with members of the Leadership Team to analyze data Working with members of the Leadership Team to plan interventions
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Lindsay Moss, Counselor Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $100092.6
Intervention: Parent Involvement
Scientific Based Research: Epstein, J.L. (1994) "Theory to practice: School and family partnerships lead to school improvement and student success." School, family and community interaction: A view from the firing lines.
Actions Person Responsible Timeline Resources Source of Funds
Nevada School District will meet or exceed all requirements of ACT 307 of 2007. The follow is some, but not all, of the actions Nevada will implement to meet the needs of parents and students: Sandra Browning, Counselor, is the Parent Facilitator appointed to coordinate the parental involvement plan and supervise the parent center coordinator. Families will be invited to all literacy activities' conducted by the high school. An Advisory Council and an Alumni Advisory Committee will be set up to develop plans for programs. Parents will be invited to Literacy Night where parents can learn expectations of students, curriculum alignment, achievement standards, and how students will be accessed. Parents and the community will be involved in the review of programs. Parents will be invited to meet with teachers formally and review students' progress at least twice a year, but will be welcome at anytime to meet with teachers during conference periods. A Parent Center will be set up in a central area and parents will be provided parenting books, magazines, videos and other informative materials. Parents will be invited to the school's Annual Public Meeting held before the beginning of school in August and to Open House to meet teachers, visit classrooms and learn how they can help make a difference in their child's education. Parents will be informed of the Smart Core Curriculum and the required course of study for graduation as well as the Common Core Curriculum and course of study for graduation. School policies will be reviewed periodically to eliminate any barriers that might hinder parents from becoming involved. To continue practices of parent contact/involvement students in grades 7-8 will receive student planners. These planners will be funded by NSLA funds and will allow the teacher daily access to parents through a two-way written communication plan.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, Parent Facilitator Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
In compliance with ACT 307 of 2007, Nevada Elementary School will, with collaboration of parents, develop a parent involvement plan that includes practices that enhance the needs of our students and their families. The parent committee will ensure that all polices are parent friendly and establish guidelines for parents to visit the schools. *Establish a grade appropriate Information Packet for all students/parents. This includes a Parent/Teacher/Student compact that is signed by all parties establishing a mutual learning atmosphere for all involved. *The school will involve parents in the program by establishing a two-way communication with parents. In grades K-6 and 7th, agenda books are given to all students. Teachers will write daily remarks to parents and request parents respond each day with concerns. *Information of when and where all parent conferences, Math, Science, and Literacy Family Nights will be conducted, “Grandparents as Parent” Night, and Grandparent Day will be held. The school established Mrs. Sandra Browning as the Parent Facilitator for both schools in our district. The schools have established a Parent Center, with full time Parent Coordinator, to conduct parent nights and seminars with intent of aiding parents in the educational process if the students, develop and purchase materials for parents to check out to assist with responsible parenting skills, and assist in the students learning process. The parent center coordinator will establish and conduct a survey with parents establishing how parents can volunteer in the school, share these results with teachers, and use these parents as often as they are able to participate.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, Parent Facilitator Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Each year the district shall renew and update the district's parental engagement plan and file a copy of the plan with the Arkansas Department of Education as per Act 307 of 2007 and evaluate through surveys and parent involvement rosters.
Action Type: Parental Engagement
Action Type: Program Evaluation
 Sandra Browning, Parent Involvement Facilitator Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Pathwise Mentoring for Novice Teachers
Scientific Based Research: Love, F.L. & Rowland, S.T., Fall 1999. "The ABC's of Mentoring beginning Teachers", Dimensions of Early Childhood, 27 (4).
Actions Person Responsible Timeline Resources Source of Funds
To ensure all new teachers have an opportunity to succeed in the educational field, novice teachers will be assigned a master teacher to work with for the 1st year of their teaching experience. This mentor will meet with the new teacher at least 2 hours each two weeks and help transition them into the classroom. Teachers going through the Alternative Licensure Program will be assigned a mentor for two years. For teachers not eligible for the Novice Teacher Program, the local educational Cooperative will present workshops to strengthen new teacher skills, and the principals of the Nevada School District will conduct regular meetings with new teachers to asist in making all teachers Highly Qualified. Observations and the Praxis III exam will be a measure of the success of the mentoring program.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
 Ed Jones, Pathwise Director Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
Total Budget: $0
Intervention: Student Intervention Team: Co-Teaching through Inclusion
Scientific Based Research: School Based Intervention Teams" by Jim Wright, 1994. Buller, K., & Neslon, N. (2005). Responsiveness to intervention and the speech-language pathologist. Strangman, N., Hitchcock, C., Hall, T., Meo, G., & Coyne, P. (2006).
Actions Person Responsible Timeline Resources Source of Funds
The district will form a pre-referral or Student Intervention Team (SIT) to make recommendations for students who are at risk for special education referrals.
Action Type: Alignment
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
LEA Supervisor will train all staff members in procedures and forms relative to special education and SIT team referrals.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The district will review the special education program and the process for referring students and revise as necessary.
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The district will review its procedures for ensuring that all special education students are tested and coded correctly and revise as necessary. Coding will be practiced during the 4 Target Assessments thus ensuring students and teachers are prepared for the coding during the annual Benchmark and IOWA Assessments. This will result in all students being identified and tested. Test Coordinator will attend inservice related to testing rules and proper coding procedures. Test Coordinator will then provide inservice to all test administrators on the proper testing and coding procedures. Testing Coordinator will provide a final review of all coding on test booklets before they are submitted.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, LEA Supervisor Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams, evaluations of response to interventions through Diebles testing, Intervention Teachers and Leadership Team meetings and newly developed teacher evaluation process.
Action Type: Program Evaluation
Action Type: Special Education
 Sandra Browning, LEA Superviosr Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Priority 2: All students will improve math procedures, problem solving skills and ability to respond to open-response items.
Supporting Data:
  1. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    Benchmark-7th Grade Mathematics Exam
    Report Created: August 24, 2011
    2009-# Tested &Percent of Students Scoring Proficient/Advanced:
    23 Students: 83% of Combined Students
    14 Students: 71% of African American Students
    9 Students: 100% of Caucasian Students
    20 Students: 80% of Econ. Disadvantaged Students
    2 Students: 50% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    28 Students: 71% of Combined Students
    9 Students: 55% of African American Students
    17 Students: 77% of Caucasian Students
    16 Students: 57% of Econ. Disadvantaged Students
    2 Students: 50% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    32 Students: 66% of Combined Students
    8 Students: 38% of African American Students
    17 Students: 76% of Caucasian Students
    24 Students: 67% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response- Number and operations, Measurement, and Data Analysis and Probability.. In Multiple Choice- Measurement.
    The lowest identified areas for African Americans were Open Response- Number and operations, Measurement, and Data Analysis and Probability.. In Multiple Choice- Measurement.
    The lowest identified areas for Caucasian were Open Response- Number and operations, Measurement, and Data Analysis and Probability. In Multiple Choice- Measurement.
    The lowest identified areas for Econ. Disadvantaged students were Open Response- Number and operations, Measurement, and Data Analysis and Probability.. In Multiple Choice- Measurement.
  2. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    Benchmark-8th Grade Mathematics Exam
    Report Created: August 24, 2011
    2009-# Tested &Percent of Students Scoring Proficient/Advanced:
    24 Students: 71% of Combined Students
    8 Students: 75% of African American Students
    14 Students: 78% of Caucasian Students
    13 Students: 69% of Econ. Disadvantaged Students
    3 Students: 0% of Students with Disabilities
    2010-# Tested & Percent of Students Scoring Proficient/Advanced:
    24 Students: 55% of Combined Students
    13 Students: 46% of African American Students
    11 Students: 63% of Caucasian Students
    20 Students: 45% of Econ. Disadvantaged Students
    2 Students: 0% of Students with Disabilities
    2011-# Tested & Percent of Students Scoring Proficient/Advanced:
    28 Students: 50% of Combined Students
    8 Students: 51% of African American Students
    18 Students: 50% of Caucasian Students
    16 Students: 51% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response-Measurement. In Multiple Choice-Algebra.
    The lowest identified areas for African Americans were Open Response-Measurement. In Multiple Choice- Algebra
    The lowest identified areas for Caucasian were Open Response-Measurement. In Multiple Choice- Algebra.
    The lowest identified areas for Econ. Disadvantaged students were Open Response-Measurement. In Multiple Choice- Algebra
  3. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    EOC-Algebra Exam
    Report Created: August 24, 2011
    2009-# Tested and Percent of Students Scoring Proficient/Advanced:
    41 Students: 56% of Combined Students
    16 Students: 50.0% of African American Students
    24 Students: 63% of Caucasian Students
    31 Students: 55% of Econ. Disadvantaged Students
    7 Students: 14% of Students with Disabilities
    2010-# Tested and Percent of Students Scoring Proficient/Advanced:
    26 Students: 70% of Combined Students
    15 Students: 66% of African American Students
    10 Students: 70% of Caucasian Students
    18 Students: 67% of Econ. Disadvantaged Students
    5 Students: 40% of Students with Disabilities
    2011-# Tested and Percent of Students Scoring Proficient/Advanced:
    23 Students: 65% of Combined Students
    10 Students: 50% of African American Students
    11 Students: 91% of Caucasian Students
    18 Students: 61.0% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response- Non-Linear Functions and Language of Algebra. Multiple Choice-Linear Functions.
    The lowest identified areas for African Americans were Open Response - Non-Linear Functions and Language of Algebra. Multiple Choice-Linear Functions.
    The lowest identified areas for Caucasian were Open Response- Non-Linear Functions and Language of Algebra. Multiple Choice-Linear Functions.
    The lowest identified areas for Econ. Disadvantaged students were Open Response- Non-Linear Functions and Language of Algebra. Multiple Choice-Linear Functions.
  4. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    EOC-Geometry Exam
    Report Created: August 24, 2011
    2009-# Tested and Percent of Students Scoring Proficient/Advanced:
    27 Students: 51% of Combined Students
    11 Students: 45% of African American Students
    16 Students: 56.0% of Caucasian Students
    18 Students: 45 % of Econ. Disadvantaged Students
    4 Students: 0% of Students with Disabilities
    2010-# Tested and Percent of Students Scoring Proficient/Advanced:
    31 Students: 39% of Combined Students
    15 Students: 33% of African American Students
    14 Students: 50% of Caucasian Students
    13 Students: 15% of Econ. Disadvantaged Students
    6 Students: 0% of Students with Disabilities
    2011-# Tested and Percent of Students Scoring Proficient/Advanced:
    27 Students: 55% of Combined Students
    14 Students: 36% of African American Students
    10 Students: 70% of Caucasian Students
    12 Students: 42% of Econ. Disadvantaged Students
    The lowest identified areas for the combined population were Open Response- Coordinate Geometry, Triangles, and Transformations. Multiple Choice-Coordinate Geometry and Transformations.
    The lowest identified areas for African Americans were Open Response- Coordinate Geometry, Triangles, and Transformations. Multiple Choice-Coordinate Geometry and Transformations.
    The lowest identified areas for Caucasian were Open Response- Coordinate Geometry, Triangles, and Transformations. Multiple Choice-Coordinate Geometry and Transformations.
    The lowest identified areas for Econ. Disadvantaged students were Open Response- Coordinate Geometry, Triangles, and Transformations. Multiple Choice-Coordinate Geometry and Transformations.
  5. ACSIP CRT Data Source for NEVADA HIGH SCHOOL
    IOWA Exam 9th Grade
    Report Created: August 24, 2011
    This is the base line year for 9th Grade IOWA Exam.
    2011 # Tested & Percent of Students Scoring at or Above 50 Percentile:
    29 Students: 51.7% of Combined Students scoring above 50%.
    Lowest identified area is: Computation.
  6. The graduation rate for the 2005 school year was 87.8%,for the 2006 school year it was 92.6%, for the 2007 school was 93.7%, for 2008 was 94.8% for 2009 was 90.9%, for 2010 was 93.9 .
Goal All students will improve math procedures, problem solving skills and ability to respond to open-response items.
Benchmark At the end of the 2010-2011 school year, 66% of the Combined Population for Grade 7 Mathematics Benchmark was proficient or above. By the end of the 2011-2012 school year, 82% of the Combined Population will be proficient or above. At the end of the 2010-2011 school year, 50% of the Combined Population for Grade 8 Mathematics Benchmark was proficient or above. By the end of the 2011-2012 school year, 82% of the Combined Population will be proficient or above. . At the end of the 2010-2011 school year, 65% of the Combined Population for EOC Algebra was proficient or above. By the end of the 2011-2012 school year, 82% of the Combined Population will be proficient or above. At the end of the 2010-2011 school year, 55% of the Combined Population for EOC Geometry was proficient or above. By the end of the 2011-2012 school year, 82% of the Combined Population will be proficient or above.
Intervention: Curriculum Alignment and Mapping Benchmarks to Frameworks. Total Instructional Alignment
Scientific Based Research: Jacobs, Heidi Hayes. (1997). Mapping the Big Picture: Integrating Curriculum and Assessment K-12. ASCD. Carter, L. (2007). Total Instructional Alignment: From Standards to Student Success. Bloomington, IN: Solution Tree.
Actions Person Responsible Timeline Resources Source of Funds
Nevada Teacher Institute and Curriculum Mapping Summer Workshop were conducted, and will be revised each summer. This workshop was to improve the alignment of classroom instruction to state standards and be a starting point for improving mathematics scores. All math teachers/math related area teachers, and administrators in grades K-12 attended. Emphasis was placed on where curriculum currently stands; clarify standards and benchmarks; develop an understanding of what is to be taught at each grade level; ensure we are on the same page with mathematics/science vocabulary; review Target Assessments; and produce curriculum maps and Pacing Guides to be used as lesson plans. The High School has been identified in SIP Year , therefore, we have hired a additional math teacher to teach higher level classes, teach remediation classes, conduct benchmark and AIP classes for students identified in need, extended our school day, and offered an after school tutoring plan.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Program Evaluation
Action Type: Special Education
 Judy Glass Start: 07/01/2010
End: 06/30/2015
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
AIP's will be developed for all students, not just those scoring below proficient on Benchmarks and EOC Exams. The school has extended the day by 30 minutes to allow for a guided study period for mathematics and literacy. All students will be assigned to this class, regardless of Benchmark and EOC scores. It is the belief of the school that unless a student is at an Advanced level, they can benefit from this time of guided study. Parents will be notified of this classroom and its purposes in Parent Teacher Conference. Teachers will receive training on best practices that are aligned to the state frameworks for the time period and results will be measured through improved test scores and classroom improvements. Acellus, a Mathematics Computer Program, which students can use in lab or home settings has been purchased as the tool that the high school will use for AIP. Teachers have been trained in best use of the program. Improved classroom and testing scores will measure success.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Milton Lowe Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
In conjunction with Southwest Educational Cooperative and all the schools of the cooperative, Nevada School has sent administrators, teachers and math/literacy specialists for training in Total Instructional Alignment (TIA). The main purposes of TIA is to ensure that all schools in the cooperative area are teaching aligned standards during the same 9 weeks, semester, and student year by grade levels, Alignment of the System, Alignment of Standards, Curriculum, and Assessments, and Alignment of Instructional practices in the classroom.. Training was conducted after the educational cooperative from northwest Arkansas went through the alignment process of aligning all subject areas with the assistance of Lisa Carter, Ed.S. Teachers from Nevada elementary and high school attended trainings and brought that expertise back to our teachers. During the summer session weeklong workshops were conducted with all math and literacy teachers (K-12) to ensure vertical and horizontal alignment for K-12 at Nevada as well as other schools in our educational region. We also included related arts areas to assist in the Teaching Across Curriculum. Teachers in grades K-12 developed lessons plans in math and literacy, as well as Pacing Guides to ensure a standards based curriculum was consistent within our schools and with the schools in our region. Nevada Schools opted to start alignment with math and literacy and will expand into other curriculum areas in the summer before the 2009-2010 school year. Progress of the TIA program will be measured through class room walkthrough to ensure teachers are following Pacing Guides, Target Testing, classroom assessments, and Benchmark assessments to ensure alignment has met the needs of teaching standards at the proper levels. The Pacing Guides and Alignment process will be annually visited and changes made as required. Funds will also be used to support IMPAC/Compass Lab teacher. Lab will focus on Literacy Skills, instruction and professional development that will aid teachers of all grade levels with implementing technology procedures of IMPAC into lesson plans. Administrators will assess programs through pre-post tests, IOWA and Benchmark scores, and CWT.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Frank Bradley/Principal Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Parent Involvement
Scientific Based Research: Epstein, J.L. (1994) "Theory to practice: School and family partnerships lead to school improvement and student success." School, family and community interaction: A view from the firing lines.
Actions Person Responsible Timeline Resources Source of Funds
Nevada School District will meet or exceed all requirements of ACT 603. The follow is some, but not all, of the actions Nevada will implement to meet the needs of parents and students: Sandra Browning, Counselor, is the Parent Facilitator appointed to coordinate the parental involvement plan and supervise the parent center coordinator. Families will be invited to all literacy activities' conducted by the high school. An Advisory Council and an Alumni Advisory Committee will be set up to develop plans for programs. Parents will be invited to Literacy Night where parents can learn expectations of students, curriculum alignment, achievement standards, and how students will be accessed. Parents and the community will be involved in the review of programs. Parents will be invited to meet with teachers formally and review students' progress at least twice a year, but will be welcome at anytime to meet with teachers during conference periods. A Parent Center will be set up in a central area and parents will be provided parenting books, magazines, videos and other informative materials. Parents will be invited to the school's Annual Public Meeting held before the beginning of school in August and to Open House to meet teachers, visit classrooms and learn how they can help make a difference in their child's education. : Parents will be informed of the Smart Core Curriculum and the required course of study for graduation as well as the Common Core Curriculum and course of study for graduation. School policies will be reviewed periodically to eliminate any barriers that might hinder parents from becoming involved.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
 Sandra Browning Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Community Leaders
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Each year the district shall renew and update the district's parental engagement plan and file a copy of the plan with the Arkansas Department of Education as per Act 307 of 2007 and evaluate through surveys and parent involvement rosters.
Action Type: Program Evaluation
 Sandra Browning, Parent Involvement Facilitator Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Teachers
ACTION BUDGET: $
Total Budget: $0
Intervention: Standards Based Mathematics
Scientific Based Research: Meyer, M.R., & Fennema, E. (1992) "Teaching mathematics in grades K-8: Research-based methods." Girls, boys, and mathematics. : Special Education Author:(1989) "Curriculum and evaluation standards for school mathematics." Council of Teachers of Mathematics.Schoenfeid, A.H. (1992) "Handbook of research on mathematics teaching and learning." Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. Schmoker, M., & Marzano, R.J. (1999) "Realizing the promise of standards-based education." Educational Leadership.
Actions Person Responsible Timeline Resources Source of Funds
Selected teachers will attend an in-service on training for "Math Across the Curriculum", a program offered by High Schools That Work. Those teacher will in-service the rest of the faculty on best straties to use with students that align with the stete frameworks. Such practices will include a "Bell Ringer" problem for students to work whileteacher attend to required paperwork at begining of classes. A committee of teachers will develop further ideas and guidelines for integrating math in all disciplines. All teachers will include math in their regular lessons as often as possible; some teachers will plan integrated projects. At the end of each year, a committee of teachers will look at the students' Arkansas Comprehensive Testing & Assessment Program results to determine what changes can be made to up-grade "Math Across the Curriculum".
Action Type: Alignment
Action Type: Collaboration
Action Type: Professional Development
Action Type: Program Evaluation
 Bob Tutt Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
To Implement Active Student Learning Strategies into Classroom Instruction selected teachers will attend the "Facilitate the Brain and Mathematics" seminar to assist teachers in understanding how children learn mathematics. Teachers will then develop lesson plans from state frameworks that meet the individual needs of their students. Strategies will be introduced to deepen math teachers' content knowledge of how to develop algebraic thinking and algebra readiness skills with students. The Mathematics Priority Committee will examine assessment practices in effort to help teachers provide standards-based assessment correlated to standards-based instruction. To support math teachers with content knowledge and instructional strategies, on-going mentoring will be provided by the Math Specialist from Southern Arkansas University and Southwest Educational Cooperative. Classroom set of calculators and Smart Board will be purchased from Title VI funds that will be used in teaching strategies for grades 7-8. Calculators will be the same as those used in upper grades to ensure continuity of learning. Learning objectives ("power standards") based on the NCTM Principles and Standards and Arkansas Mathematics Curriculum Frameworks will be developed and math teachers will establish pacing guides for the "power standards" along with instructional resources. To assist parents with their student’s educational process, they will be invited to Math/Science Nights/CAPS Conferences where they will learn expectations of students, curriculum alignment, achievement standards, and how students will be accessed.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
 Brandie Aaron, Math Teacher Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
NSLA and Title IIA (Recruitment and Retention) Funds will be used to fund a 1.0FTE highly qualified mathematics teacher, as pursuant to restrictions set forth in Section 6.06 of rules and regulations of Special Needs funding, in order to improve instruction and increase academic achievement for students. After consultation with ADE Standards Unit, Nevada School District implemented the use of Section 6.06.3 allowing school districts national school lunch state categorical funds to pay the salaries of those teachers which are used to reduce the pupil to teacher ratio below the mandates required by the Arkansas Standards of Accreditation. Also under the previous conditions and under Section 6.06.3.2, Nevada School District did use national school lunch state categorical funds to support the salaries of the class-size-reduction teachers before June 30 in the 2006-2007 school years. Funds will also be used to update teaching materials.
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
 Frank Bradley Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
Title II-A - Employee Salaries: $2404.08
Title II-A - Employee Benefits: $520.48
NSLA (State-281) - Employee Benefits: $6914.99
NSLA (State-281) - Employee Salaries: $31939.92
ACTION BUDGET: $41779.47
Teachers from elementary and high school will attend Model School Conference in Orlando Florida. ARRA Stimulus funds will be used as part of our consortium agreement with Southwest Educational Cooperative. Teachers will incorporated this model in lesson plans for the up-coming school year.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
 Judy Glass Math Teacher Start: 07/01/2010
End: 06/30/2014
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Acellus is an interactive mathematics-learning tool that allows students to master mathematics skills using brief video lessons. Through the students’ responses, they are allowed to move on to another skill level, or to review thorough the use of more instruction and an examination. Acellus gathers data through the lesson process and adapts a learning program directed to each students needs.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Special Education
Action Type: Technology Inclusion
 Eddie Buie Start: 07/01/2010
End: 06/30/2014
  • Computers
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Acellus will be used at the 5th-12 grade levels. Since the program allows the students to work at their own pace, it is adaptable for Special education through GT programs. One of our focuses this year is to add the Calculus Math program. The program is workable wherever a student has Internet access and has their password. ARRA Stimulus funds (IDEA Special Education) will be used to upgrade the portable computer lab, consisting of server, Workstation on Wheels (WOW), and 30 laptop Computers. The Acellus program one of our answers to aiding our students and school in being removed from School Improvement Year 4 in Mathematics. (An appeal has been filed contesting the number of students tested. If appeal is met, the high school will revert to SI 3-MS) The status of Nevada High School being in Year 4 School Improvement for Mathematics has been reported to the patrons of our district through letters, our Annual Reports to the Public, and posted in the local newspaper "The Nevada County Picayune” These reports were also to meet the Standards requirements.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Eddie Buie Start: 07/01/2011
End: 06/30/2012
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Math teachers using Acellus will monitor student progress by keeping a record of each lecture the student has watched, each math problem completed, each answer entered that was correct or incorrect, and classroom assessments. These records identify areas of difficulty for each student allowing teachers to modify lessons for the student.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Frank Bradley, Principal Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
The effectiveness of this intervention will be determined by formative assessments (Classroom Walkthroughs, Interim Assessments) and summative assessments (Benchmark, SAT-10 results) as well as teacher made exams.
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 07/01/2010
End: 06/30/2014
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Smart Accountability: Nevada will work through the Southwest Educational Cooperative (SWEC) a Target Assessment program. Teachers will use results of Target test to refine learning for students in the classroom. Principal and testing coordinator will review results and develop suggestions for implementation and changes in the testing programs. Due to High School being identified as SW Year 3 School Improvement, the school will work with the Arkansas Department of Education under the Smart Accountability program to improve Math and Literacy programs. Southwest Educational Cooperative will evaluate target testing materials, review with testing coordinator and math and literacy teachers. SWEC has agreed that they will conduct the coaching model for literacy and math teachers each month at the high school and each two months at the elementary level. The Literacy and Math Specialist from the educational cooperative, through assignment by the co-op director, will meet these modeling assignments. Principal and Federal Coordinator will attend CWT Training to evaluate the success of the Smart Accountability programs. Angela Murphy, Math Specialist • Facilitate communication about research based math instructional practices and student achievement between and among teachers, within and across grade level • Provide approved state-wide professional development, technical assistance, and targeted math professional development based on co-op member districts'/schools' needs assessment • Assist administrators, math instructional facilitators, and teachers in analyzing classroom and state assessment data (CRT and NRT) to inform instruction • Meet with the math instructional facilitator to plan coaching sessions with teachers • Meet with the math instructional facilitator and groups of teachers • Work with the math instructional facilitator to help prepare them to model lessons • Observe classes with the building principal and/or the math instructional facilitator • Observe classes with the America’s Choice Coach • Participate in Leadership Team Meetings • Work with members of the Leadership Team to plan interventions • Work with classroom teachers to incorporate literacy skills into the math classroom • Conduct CWTs with the principal and/or math instructional facilitator
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
 Lindsay Moss, Counselor Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Due to Nevada High School being placed in School Improvement year 4, a state mandated Scholastic Audit will be conducted. The school is made to fund through its NSLA Funding the stipends for 6 persons a day at $350 and 1 team leader a day at $400.00 a day for 5 days. The school is also made to pay mileage, hotel cost and meals for each of these 7 people for 5 days at state rates, other than district policy. This funding being in excess of $200 per student for Nevada School District.
Action Type: ADE Scholastic Audit
Action Type: Program Evaluation
 Frank Bradley, Principal Start: 12/04/2011
End: 12/09/2011
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
NSLA (State-281) - Purchased Services: $25000.00
ACTION BUDGET: $25000
PREPME is an adaptive learning technology program that allows each student a personalized learning plan. It provides ACT training programs from “The Real ACT Prep Guide”, core curriculum for younger students, SAT programs and PSAT curriculum from the “Official SAT Study Guide.” This program is a joint venture with the University of Arkansas Community College at Hope (UACCH) where they pay half and we pay half of the program ($500 each). The program will be used in many ways, preparing for ACT, Tutoring of students in their homes as well as school, AIP programs, and pace programs for special education students.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
 Lindsay Moss, Counselor Start: 09/10/2011
End: 08/30/2012
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • School Library
  • Teachers
ACTION BUDGET: $
Smart Accountability: The Common Core Algebra I workshop was held at SAU during the weeks of July 11-14, 2011 and July 18-21, 2011. The workshop participants examined key algebraic concepts from a mathematical point of view. We learned that the frameworks were changing and what was coming down from the higher level math classes into Algebra I and what was leaving Algebra I and going into 7th and 8th grade mathematics. We were asked to work in groups on problems and activities that should be presented to students in a more logical way. We studied the 8 mathematical practices, which are: 1. Make sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. Use appropriate tools strategically. 6. Attend the precision. 7. Look for and make use of structure. 8. Look for and express regularity in repeated reasoning. These mathematical practices are the same for all math subjects across the board. The workshop leaders handed out several different activities and presented them in the way they should be presented in the classroom. Students should be engaged in learning through discovery and knowledge. So, we were given sheets to discover answers on our own and then ask to work together for a common understanding. We discussed in great detail the concepts and even argued our points against others. Many different concepts are discussed in deeper detail in the common core standards than they were in the Arkansas frameworks. All participants were given a notebook of information to take back to their schools to use in their math classroom. We were also given many different types of activities that could be used with different algebraic concepts as a type of hands on Algebra. These types of activities would work well in smaller grouped classes
Action Type: ADE Scholastic Audit
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Technology Inclusion
 Brandi Aaron, Math Teacher Start: 07/01/2011
End: 06/30/2015
  • Administrative Staff
  • Computers
  • District Staff
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
Total Budget: $66779.47
Priority 4: Wellness
Supporting Data:
  1. In 2010-2011, 52 students (28 male and 24 female) were tested on BMI at Nevada High School. 57% of Males tested were Healthy or Underweight. 75% of Females tested were Healthy or Underweight. Approximately 15% of all children measured were in the overweight category. Approximately 19% of all children measured were identified as obese.
  2. In 2004-2005, 125 students (67 male and 58 female) were tested on BMI at Nevada High School. Approximately 19.7% of all children were in the risk of overweight category. Approximately 22.7% of all children were identified as overweight.
  3. In 2005-2006, 130 students (74 male and 56 female) were tested on BMI at Nevada High School. Approximately 20.4% of all children were in the risk of overweight category. Approximately 19.8% of all children were identified as overweight.
  4. This is your scorecard for the questions you completed in Module 1 for School Year 2006-2007 Fully in place Partially in place Under development Not in place Does not apply 1. Representative school health committee (CC.1) 3 2. Written school health and safety policies (CC.2) 3 3. Communicate school health and safety policies to students, parents, staff, and visitors (CC.3) 3 4. Connectedness to school (CC.4) 3 5. Overcome barriers to learning (CC.5) 3 6. Enrichment experiences (CC.6) 3 7. Prohibit using food as reward or punishment (N.1) 3 8. Fundraising efforts supportive of healthy eating (N.2) 3 9. Restrict access to foods of minimal nutritional value (N.3) 3 10. Restrict access to other foods of low nutrititive value (N.4) 3 11. Hands washed before meals and snacks (N.5) 3 Column Totals 33 0 0 0 - Total Points/Maximum Points 33/33
  5. In 2007-2008, 128 students (73 male and 56 female) were tested on BMI at Nevada School District. Approximately 15% of all children were in the risk of overweight category. Approximately 27% of all children were identified as overweight.
  6. In 2008-2009, 79 students (44 male and 35 female) were tested on BMI at Nevada Elementary School. Approximately 20.5% of the male students and 14.3% of the female students were identified as being overweight. Approximately, 29.5 of the male students and 25.7% of the female students were identified as being obese.
Goal To develop life-long healthy choices.
Benchmark To reduce BMI of students in Nevada High School.
Intervention: Nutrition and Health Education.
Scientific Based Research: Nutrition and Health Education "Economics, Health, Prevention and Treatment" Arkansas Obesity Taskforce 2000. Building Shared Responsibility for Student Learning [Conzemiuns, A. & O'Neill J Association for Supervision and Curriculum Development, 2001. Colvin, G., & Fernandez E. (2000). Sustaining effective behavior support systems in an elementary school. Journal of Positive Behavior Interventions, 2, 251-253.
Actions Person Responsible Timeline Resources Source of Funds
Gifted and Talented students will analyze nutrition guidelines and make presentations on healthy eating choices. Health teachers will implement nutrition and health education in their classes. Content area trade books will be used as well as integrating health education into other areas of the curriculum. To promote good health practices the Body Mass Index (BMI) will be determined of all students in grades 7-12 and results will be sent home to parents. All nutrition and health programs and activities will be evaluated and revised annually as needed. Drug Free Week will be observed October 24-28. Activities will be planned. The high school "Drug-Free Team" will visit the elementary classes to encourage students to remain drug free. The school Wellness Committee will continue to identify and prioritize changes that will improve policies and programs related to health and safety.
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Wellness
 Lindsey Casey/Nurse Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
ACTION BUDGET: $
To further wise choices of students in schools, the high school has developed a "Drug and Alcohol Free Committee". This group of students sign a contract declaring them selves to stay drug free, set examples for peers, and to work in the elementary school with students on drug awareness.
Action Type: Collaboration
Action Type: Equity
Action Type: Wellness
 Lindsay Moss, Counselor Start: 07/01/2010
End: 06/30/2013
  • Administrative Staff
  • Community Leaders
  • Outside Consultants
  • Teachers
  • Teaching Aids
ACTION BUDGET: $
The effectiveness of this intervention will be determined by continued evaluation of BMI of Nevada Students.
Action Type: Program Evaluation
 Lindsey Casey, Nurse Start: 07/01/2010
End: 06/30/2012
  • Administrative Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
Due to the Arkansas State Board of Health changing the rules and regulations pertaining to immunizations requirements for 7th grade entry, Nevada Elementary held a DTap clinic at school. The Diphtheria, Tetanus, and Pertusis (DTap) vaccine was given to all students who returned a consent form to school by the Nevada County Health Department.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Wellness
 Lindsey Casey, Nurse Start: 07/01/2009
End: 06/30/2014
  • Administrative Staff
  • Central Office
  • District Staff
  • Outside Consultants
  • School Library
  • Teachers
ACTION BUDGET: $
Nevada Schools will work in conjunction with The Southwest Arkansas Domestic Violence Center in DeQueen, Arkansas, to provide educational seminars, professional trainings, and awareness to students, parents and staff members on the following subjects: Bulling, Cyber-Bulling, Internet safety, Bystander interventions, dating violence, date rape, drug rape, sexual violence, stalkingelder abuse, and domestic violence.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Wellness
 Lindsay Moss, Counselor Start: 08/15/2011
End: 08/15/2015
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Teachers
ACTION BUDGET: $
Total Budget: $0
  • Planning Team

    Classification Name Position Committee
    Business Representative Brandon Rhodes Alumni Steering
    Classroom Teacher Amanda Cooley Media Specialist Steering
    Classroom Teacher Bob Tutt Mathematics Mathematics
    Classroom Teacher Bobby Mullins Coach Literacy
    Classroom Teacher Brandie Aaron Math Mathematics
    Classroom Teacher Charolette Bryant Special Education Literacy
    Classroom Teacher Frances McAfee Art Literacy
    Classroom Teacher Jenny Johnson Science Literacy
    Classroom Teacher Judy Glass Math Mathematics
    Classroom Teacher Kathy Gann Science Mathematics
    Classroom Teacher Kelli Fairris English Literacy
    Classroom Teacher Laura Bridges Business Steering
    Classroom Teacher Lera Bradley Special Education Literacy
    Classroom Teacher Linda Terry Social Studies Literacy
    Classroom Teacher Lori Shirron Science Mathematics
    Classroom Teacher Milton Lowe Agriculture Mathematics
    Classroom Teacher Russell Johnson Band/Voice Mathematics
    Classroom Teacher Sherry Burns English Literacy
    Classroom Teacher Stacy Cornelious Coach Literacy
    Classroom Teacher Steven Bell Social Studies Teacher Literacy
    Classroom Teacher Terry Jarvis Spanish Teacher Literacy
    Community Representative Jerry Bishop Schol Board Member Steering
    Community Representative Shelly Rhodes Alumni Literacy
    District-Level Professional Ed Jones Program Coordinator Steering
    District-Level Professional Henrietta Huskey Parent Coordinator Steering
    District-Level Professional Lindsey Casey Nurse Steering
    District-Level Professional Rick McAfee Superintendent Steering
    Non-Classroom Professional Staff Kathy Brown Secretary Steering
    Non-Classroom Professional Staff Lindsay Moss Counselor Steering
    Parent Cathy Sanders Parent Mathematics
    Parent Dalaine Davis Parent Steering
    Parent Teresa Blake Parent Literacy
    Principal Frank Bradley Principal Steering