ACSIP

From: Subject: ACSIP Date: Tue, 23 Sep 2008 10:21:07 -0500 MIME-Version: 1.0 Content-Type: multipart/related; type="text/html"; boundary="----=_NextPart_000_0000_01C91D66.178D5DA0" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2900.3198 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C91D66.178D5DA0 Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=1 ACSIP

School Plan

FLIPPIN HIGH SCHOOL
103 ALFORD ST.,FLIPPIN, AR = 72634

Arkansas Comprehensive School Improvement Plan

2008-2009

In a safe and disciplined learning = environment,=20 Flippin High School staff, along with students, = parents, and=20 the community, will provide opportunities for all = students=20 to

Practice responsible citizenship =
Respect=20 diversity
Achieve success
Cope with failure=20
Transfer literacy skills for lifelong learning=20
Integrate technology and problem solving skills=20
Communicate through the arts and
Encourage=20 emotional, mental, and physical health.

Grade Span: 9-12

Title I: Title I Schoolwide =

School Improvement: =

Table of Contents

Priority 1:=20 Literacy
    Goal: All = students=20 will improve in reading comprehension especially in = the areas=20 of vocabulary and open-responses in literary, content, = and=20 practical = reading.
    Goal: All=20 students will improve in writing especially in the = areas of=20 content, style, and spelling.
Priority 2:=20 Mathematics
    Goal: = Math=20 students will become more proficient in utilizing real = world=20 mathematical applications with emphasis on linear = functions,=20 language of algebra, coordinate geometry and triangle=20 strands.
Priority 4:=20 Wellness
    Goal: = Students'=20 health will improve through participation in health = and=20 physical education classes as well as through the = promotion of=20 healthy habits in the school and family = environment.

Priority 1:

All students will improve literacy skills = across the=20 curriculum.

Supporting Data:

Data Statement--In comparison of =
SAT-10 to previous years of
ITBS, a random check showed students to be comparable in percentile
scores.  SAT-10: Combined (Total) Population:  Reading Comprehension,
Grade 9: In 2008, 96 students were tested and 47.9% had an NPR score of
50, or above. The following subpopulations scored accordingly:=20
Caucasian-48.9%; Economically Disadvantaged-46.7%Iowa Test of Basic
Skills:
Combined (Total) Population:  Reading Comprehension, Grade 9: In 2007, =
69
students were tested on the ITBS and 52% had an NPR score of 50, or =
above.
 In 2006, 76 students were tested and 63% had an NPR score of 50, or
above.=09
 An analysis revealed the following:=93Reading Comprehension=94 was =
47.9% -
Combined Population; 48.9% - Caucasian; 46.7% - Economically
Disadvantaged; 0% - Students with Disabilities.

Arkansas Comprehensive School =
Improvement Data Source for  
 =20
	  =20
	FLIPPIN HIGH SCHOOL	       
				 =20
 =20
NORM REFERENCED TEST  -- Report Completed:  Sep 8, 2008 
		 =20
 =20
Number Tested and Percent of Students Scoring At/Above 50th Percentile:=20



COMBINED POPULATION 	  Grade:9  
 			 =20
   =20
      ITBS	 ITBS	      SAT10		=20
Year  2006	   2007 	2008 
	  =20
Number Tested	      =20
      76	   69		96  
	 =20
% At/Above 50th NPR In: 
					=09
Reading=20
Comprehension 65.8%	   60.9%	47.9% 
	  =20
Math Problem=20
Solving       69.3%	   65.2%	46.9% 
	  =20
CAUCASIAN POPULATION	 Grade:9				 =20
	  ITBS	      ITBS     SAT10		 =20
Year	 2006	       2007	2008 
	  =20
Number Tested  75	 67    92  
 % At/Above 50th NPR In: 	 =20
				   Reading
Comprehension 66.7%	59.7%	  48.9% 
	    =20
Math Problem=20
Solving       69.3%	   65.7%	47.8% 
	  =20
ECONOMICALLY DISADVANTAGED	Grade:9 				 =20

	     ITBS      ITBS    SAT10		 =20
Year	     2006      2007    2008 
	 =20
Number Tested 39	 38	 60  
 % At/Above 50th NPR In:	 =20
				     Reading=20
Comprehension  61.5%	   52.6%       46.7% 
	 =20
Math Problem=20
Solving       61.5%	   60.5%	45.0% 
	  =20
STUDENTS WITH DISABILITIES    Grade:9					 =20

	      ITBS	ITBS   SAT10		 =20
Year	      2006	2007	2008 
	  =20
Number Tested  7	 12	  14  
  =20
% At/Above 50th NPR In: 					    =20
Reading=20
Comprehension  14.3%	 8.3%	0.0% 
	 =20
Math Problem=20
Solving        0.0%	  8.3%	 7.1%

Data Statement-Literacy
1.  Combined Population: =20
Grade 11 Benchmark Exam: In 2008, 58 students were tested and 72.4% =
scored
proficient or advanced.  In 2007, 45 students were tested and 72.7% =
scored
proficient or advanced. In 2006, 69 students were tested and 68.7 % =
scored
proficient or advanced.  The trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified areas are: Content Passage-open
response and Literacy Passage-multiple choice.	The trend analysis of the
open response questions in the five writing domains revealed that the
lowest identified area is: content. =20
2.  Economically Disadvantaged (SES):
Grade 11 Benchmark Exam:   In 2008, 24 students were tested and 75 %
scored proficient or advanced. In 2007, 45 students were tested and 60.8 =
%
scored proficient or advanced. In 2006, 69 students were tested and 62.9 =
%
scored proficient or advanced.	The trend analysis of the open response
and multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified areas are: Content Passage-open
response and Content Passage-multiple choice.  The trend analysis of the
open response questions in the five writing domains revealed that the
lowest identified area is: content. =20
3. Caucasian:
Grade 11 Benchmark Exam: In 2008, 57 students were tested and 7% scored
proficient or advanced. In 2007, 45 students were tested and 72.7% =
scored
proficient or advanced. In 2006, 69 students were tested and 68.7% =
scored
proficient or advanced.  The trend analysis of the open response and
multiple-choice questions, in the three types of reading passages,
revealed that the lowest identified areas are: Content Passage-open
response and Practical Passage-multiple choice.  The trend analysis of =
the
open response questions in the five writing domains revealed that the
lowest identified area is: content =20
4. Graduation Rate:  In 200, the Graduation rate was 73.9%.  In 2007, =
the
Graduation rate was 77.9%.  In 2006, the Graduation rate was 80.6 %.  =20
4.  Students with Disabilities (IEP) Limited English Proficient (LEP),
African-American, Hispanic:  NA

		   =20
ACSIP CRT Data Source for FLIPPIN HIGH SCHOOL	  =20
Literacy-11th Exam
Report Created:  Sep 4, 2008						 =20

2006-# Tested & Percent of Students Scoring Proficient/Advanced:=20
	  64 Students:	      68.8% of Combined Students=20
	  64 Students:	      68.8% of Caucasian Students=20
	  27 Students:	       63% of Econ. Disadvantaged Students=20
	1 Students:	0% of LEP Students=20
	   10 Students: 	0% of Students with Disabilities=20
2007-# Tested & Percent of Students Scoring Proficient/Advanced:=20
	  44 Students:	      72.7% of Combined Students=20
      44 Students:	   72.7% of Caucasian Students=20
	  23 Students:	      60.9% of Econ. Disadvantaged Students=20
       4 Students:	       25% of Students with Disabilities=20
2008-# Tested & Percent of Students Scoring Proficient/Advanced:=20
	  58 Students:	      72.4% of Combined Students=20
	  57 Students:	      73.7% of Caucasian Students=20
	  24 Students:		75% of Econ. Disadvantaged Students=20
	7 Students:	   42.9% of Students with Disabilities=20
The lowest identified areas for the combined population were: Open
   Response-=93Content Passage=94; Multiple Choice-=93Literacy =
Passage=94
The lowest identified areas for African Americans were: NA
The lowest identified areas for Hispanic were: NA
The lowest identified areas for Caucasian were: Open Response-	 =20
=93Content Passage=94; Multiple Choice-=93Practical Passage=94
The lowest identified areas for Econ. Disadvantaged students were: Open
Response/Multiple Choice-=93Content Passage=94
The lowest identified areas for LEP students were: NA

 Graduation Rate:  In 2008, the =
Graduation rate was 73.9%.  In
2007, the Graduation rate was 77.9%.  In 2006, the Graduation rate was
80.6 %.

The average English ACT scores for Flippin = High=20 School on the state report card is as follows: = 2008-22.1; 2007-23.4; 2006-24.4. =

Goal

All students will improve in reading = comprehension=20 especially in the areas of vocabulary and = open-responses=20 in literary, content, and practical = reading.

Benchmark

As of the 2007-08 test results, the number of=20 students scoring at or above proficiency level = on the=20 Grade 11 literacy test is 72% with the state AYP = being=20 59.69 for 2008-09. An annual growth rate of = 4.67% will=20 be projected.

Intervention: Teachers will = continue=20 to implement the Accelerated Reading = Program as an=20 across-the-curriculum program.

Scientific Based Research: = School=20 District Makes Great Strides in Reading, = Kentucky=20 Core Content Test (KCCT) reading scores = increase.=20 McCracken CounPublication Date: 04/06/2006 = Kentucky Public Schools, Paducah, Kentucky = (KY.=20 Literature Number: L2285=20 = http://research.renlearn.com/research/214.asp=20

Actions

Person Responsible

Timeline

Resources

Source of Funds

Accelerated Reader books and other high=20 interest materials will be purchased to = support=20 the across-the-curriculum reading=20 program.
Action Type: = Alignment
Action Type:=20 Special Education
Action Type: = Technology=20 Inclusion

Petra E. Pershall

Start: 07/01/2008
End: = 06/30/2009

Computers
School Library

$9664.34

Title V - Materials & = Supplies:	$1665.00
Title I - Materials & = Supplies:	$7999.34

ACTION BUDGET:

All English teachers will require their=20 students to take the S.T.A.R. Test at the=20 beginning of the school year to assist in=20 prescribing appropriate reading materials = for the=20 students.
Action Type: Equity
Action = Type:=20 Special Education
Action Type: = Technology=20 Inclusion
Action Type: Title I=20 Schoolwide

Kim Randall

Start: 07/01/2008
End: = 06/30/2009

Computers
School Library
Teachers


ACTION BUDGET:	$

English teachers will accept titles read = from=20 other discipline areas to meet the = Accelerated=20 Reader reading requirement for their = classrooms.=20
Action Type: Alignment
Action Type: = Equity

Breonna Eddings

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Content area teachers will develop ways = to=20 integrate Accelerated Reader and reading=20 strategies in their classrooms to = encourage=20 reading within their own areas.
Action = Type:=20 Alignment

Emily Sharp

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Annually, the Reading Committee will = provide=20 Accelerated Reader training for all = teachers to=20 ensure the program is being effectively=20 implemented.
Action Type: Professional=20 Development

Jennifer Walser

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Upon the completion of reading a book,=20 students will take an Accelerated Reader = test as a=20 formative assessment.
Action Type: = Program=20 Evaluation

Shannon Wescoat

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Annually, S.T.A.R.Growth Reports will be = run=20 to determine the effectiveness of the=20 intervention.
Action Type: Program=20 Evaluation

Jennifer Walser

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

English teachers will require their = students=20 to take the S.T.A.R. Diagnostic test at = the end of=20 the school yaer to assess students' = progress in=20 reading comprehension.
Action Type: = Program=20 Evaluation

Shannon Wescoat

Start: 07/01/2008
End: = 06/30/2009


ACTION BUDGET:	$

Total Budget:

$9664.34

Intervention: Teachers will = improve=20 reading comprehension through the use of=20 open-response (constructed-response)=20 prompts.

Scientific Based Research: = Gammill,=20 Deidra M. "Learning the "Write" Way." = Reading=20 Teacher (online serial). 2006:59 = (8):754-762.=20 Available from: ERIC. Accessed November = 28,=20 2006.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers will assign open = response/constructed=20 response questions over = discipline-specific=20 passages based on Target Testing formative = assessments.
Action Type: = Alignment
Action=20 Type: Collaboration
Action Type: = Program=20 Evaluation
Action Type: Special=20 Education

Emily Sharp

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Teachers will require students to use = details=20 from reading materials to support their = responses=20 to the open response/constructed response=20 questions.
Action Type: = Alignment

Kim Randall

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

The school meets the following = attributes of a=20 schoolwide project-1) Needs assessment, 2) = Alignment, 3) Instruction from Highly = Qualified=20 Teachers, 4) Professional Development, 5)=20 Recruiting/Maintaining HQT, 6) Parental=20 Involvement, 7) Transition, 8) = Collaboration, 9)=20 Point-in-Time Remediation, and 10) = Coordination of=20 state/federal funds.
Action Type: Title = I=20 Schoolwide

Petra E. Pershall

Start: 07/01/2008
End: = 06/30/2009

Administrative Staff
Community Leaders
Teachers
Title Teachers


ACTION BUDGET:	$

In compliance with Act 307 of 2007, = Parent=20 Involvement will include 1)Informational = Packets,=20 2) Parent Involvement Meetings, 3) = Volunteer=20 Resource Book, 4) School's process for = resolving=20 parent concerns in the handbook, 5) = Seminars to=20 inform the parents of high school students = about=20 how to be involved in decisions, 6) Enable = the=20 formation of a PTA/PTO, 7) Parent = Facilitator, and=20 8) Two Parent Teacher Conferences=20 annually.
Action Type: = Collaboration
Action=20 Type: Parental Engagement

Joe Morris

Start: 07/01/2008
End: = 06/30/2009

Administrative Staff
Community Leaders
Teachers


ACTION BUDGET:	$

English teachers will require their = students=20 to take the S.T.A.R. Diagnostic test at = the end of=20 the school year to assess students' = progress in=20 reading comprehension.
Action Type: = Program=20 Evaluation

Shannon Wescoat

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Total Budget:

Goal

All students will improve in writing = especially in=20 the areas of content, style, and = spelling.

Benchmark

As of the 2007-08 test results, the number of=20 students scoring at or above proficiency level = on the=20 end of level literacy test is 72% with the state = AYP=20 being 59.69% for 2008-2009. An annual growth = rate of=20 4.67% will be projected.

Intervention: Teachers will = assess=20 writing assignments for content and = style.

Scientific Based Research: = "Writing=20 and School Reform-Including the Neglected = 'R' -=20 The Need for a Writing Revolution". = National=20 Commission on Writing. May 2006. October = 2007.=20

Actions

Person Responsible

Timeline

Resources

Source of Funds

The writing committee will make = available=20 materials to the professional development = writing=20 section of the library which will assist = teachers=20 in developing = writing-across-the-curriculum=20 strategies for the purpose of developing=20 assessment skills in the areas of content = and=20 style
Action Type: Professional=20 Development

Elaine McLean

Start: 07/01/2008
End: = 06/30/2009


ACTION BUDGET:	$

The Target Test will be given = periodically=20 during the school year to assess student = strengths=20 and weaknesses on open response = items.
Action=20 Type: Program Evaluation

Joyce Walker

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Upon review of the 2008 Grade 11 = Literacy=20 scores, students scored within a = percentage point=20 of the 2007 scores; however, Content = Passage-Open=20 Response is weak and strategies will be = devised to=20 address this area of weakness.
Action = Type:=20 Program Evaluation

Cheryl Blasdel

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Teachers will participate in at least = one=20 writing-across-the-curriculum workshop to = learn=20 strategies for writing within their = subject areas.=20 Workshop will be presented by = post-secondary=20 professor from an Arkansas College or = Reading=20 Specialist from the O.U.R. Educational=20 Cooperative.
Action Type: Professional=20 Development

Joyce Walker

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Total Budget:

Intervention: Teachers will=20 implement an across-the-curriculum writing = program.

Scientific Based Research: = Southern=20 Regional Education Board. Literacy Across = the=20 Curriculum: Setting and Implementing Goals = for=20 Grades Six through 12. Site Development = Guide #12.=20 (03V63); 224 pages; 2003 www.sreb.org =

Actions

Person Responsible

Timeline

Resources

Source of Funds

Teachers will participate in at least = one=20 writing-across-the-curriculum workshop on = the=20 construction and use of rubrics to assess = content=20 and style in writing. The workshop will be = presented by a highly qualified teacher = from=20 Flippin High School Language Arts=20 Department.
Action Type: Professional=20 Development

Joyce Walker

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

The open response questions on the = Target Test=20 will be used to assess student writing = skills. The=20 results will be used to determine strands = which=20 need additional instruction in order to = strengthen=20 student writing.
Action Type:=20 Alignment
Action Type: Title I=20 Schoolwide

Mike Hemme

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Remediation will be required of all = students=20 who do not score proficient or above on = the 8th=20 grade Benchmark and 11th grade Literacy = test.=20 Students must score proficient or advanced = on=20 released Benchmark literacy items to exit=20 remediation.
Action Type: = AIP/IRI
Action=20 Type: Parental Engagement

Jean Smith

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Upon review of the 2008 ACTAAP scores, = the=20 data was reviewed to determine if the = current=20 strategies are increasing student = achievement. New=20 strategies will be researched to = strengthen=20 students skills in the area of "Open = Response" and=20 "Content."
Action Type: Program=20 Evaluation

Joyce Walker

Start: 07/01/2008
End: = 06/30/2009

District Staff
Performance Assessments
Teachers


ACTION BUDGET:	$

Flippin High School staff will receive = Total=20 Instructional Alignment (TIA) training and = will=20 begin to implement TIA school wide through = ongoing=20 inservice, book study,the use of pacing = guides,=20 weekly grade level and department meetings = as well=20 as monthly grade level and department = chairpersons=20 meetings to help vertically and = horizontally align=20 curriculum between the middle school and = high=20 school.
Action Type: = Alignment
Action Type:=20 Collaboration
Action Type: = Equity
Action=20 Type: Professional Development

Jennifer Metts

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Total Budget:

Priority 2:

All students will improve mathematics skills. =

Supporting Data:

Data Statement-- In comparison of SAT-10 = to=20 previous years of ITBS, a random check showed = students=20 to be compariable in percentile scores. = SAT-10;=20 Combined (Total) Population:Math Problem = Solving,=20 Grade 9. In 2008, 96 students were tested and = 46.9%=20 had an NPR score of 50 or above. The following = subpopulations scored as follows: = Causaian-47.8%;=20 Economically Disadvantaged-45.0% Math Iowa = Test of=20 Basic Skills: Combined (Total) Population: = Total Math,=20 Grade 9: In 2007, 69 students were tested on = the ITBS=20 and 52% had an NPR score of 50, or above. In = 2006, 76=20 students were tested and 52% had an NPR score = of 50,=20 or above. In 2005, 70 students were tested and = 65.7%=20 had an NPR score of 50, or above. An Analysis = of the=20 Content Sub skill and Skill Cluster = Performance=20 reveals the following areas of concern: = =93Total Math"

Arkansas Comprehensive School =
Improvement Data Source for FLIPPIN
HIGH SCHOOL	   =20
NORM REFERENCED TEST  --=20
Report Completed:  Sep 8, 2008=20
Number Tested and Percent of Students Scoring At/Above 50th Percentile:=20
COMBINED POPULATION	  Grade:9 =20
	ITBS		 ITBS		SAT10 Year    2006	=09
2007	       2008=20
Number=20
Tested	  76		 69		96 =20
% At/Above 50th NPR In:=20
Reading 	=09
Comprehension 65.8%	 60.9%		47.9%=20
Math Problem=20
Solving 	69.3%	  65.2% 	46.9%=20
CAUCASIAN POPULATION	 Grade:9				 =20
	  ITBS		ITBS		SAT10		 =20
Year	  2006		2007		2008=20
Number Tested  75	  67		 92 =20
% At/Above 50th NPR In:=20
Reading
Comprehension	66.7%	  59.7% 	48.9%=20
Math Problem=20
Solving 	69.3%	  65.7% 	47.8%=20
ECONOMICALLY DISADVANTAGED	Grade:9 				 =20

	    ITBS	ITBS		SAT10		 =20
Year	   2006 	2007	       2008=20
Number Tested	39	  38		60 =20
% At/Above 50th NPR In: =20
Reading=20
Comprehension  61.5%	  52.6% 	46.7%=20
Math Problem=20
Solving        61.5%	  60.5% 	45.0%=20
STUDENTS WITH DISABILITIES    Grade:9			       ITBS=09
ITBS   SAT10		=20
Year	      2006	2007	2008=20
Number Tested	 7	 12	  14 =20
% At/Above 50th NPR In: 	=09
Reading=20
Comprehension	14.3%	 8.3%	0.0%=20
Math Problem=20
Solving 	 0.0%	 8.3%	7.1%

 EOC Algebra/Geometry

The combined population and each subgroup MET the 2008 AYP target. It is
expected that each of these populations will meet, or exceed, the 2009 =
AYP
Target.
1. Combined Population:
Algebra Benchmark Exam:  In 2008, 61 students were tested and 48 % =
scored
proficient or advanced.  In 2007, 72 students were tested and 60% % =
scored
proficient or advanced. In 2006, 92 students were tested and 76% scored
proficient or advanced.  The lowest identified areas (based on the trend
analysis of the open response questions in the five mathematics strands,
revealed weaknesses in =93Solving Equations & Inequalities=94 and =
=93Data
Interpretation & Probability.=94 The lowest identified areas based =
on the
trend analysis of the multiple choice questions), in the five =
mathematics
strands, revealed weaknesses in =93Linear Functions.=94  The remaining =
four
strands were comparable in student achievement.=20
2.  Economically Disadvantaged (SES):=20
Algebra Benchmark Exam: In 2008, 60 students were tested and 41% scored
proficient or advanced.  In 2007, 47 students were tested and 54.5% =
scored
proficient or advanced. In 2006, 92 students were tested and 82.9% =
scored
proficient or advanced. The lowest identified areas are based on the =
trend
analysis of the open response questions in the five mathematics strands,
revealed weaknesses in =93Solving Equations & Inequalities=94 and =
=93Linear
Functions.=94 The lowest identified area (s) based on the trend analysis =
of
the multiple choice questions, in the five mathematics strands, revealed
weaknesses in =93Solving Equations & Inequalities=94 and =93Linear =
Functions.=94
3.  Caucasian:
Algebra Benchmark Exam: In 2008, 60 students were tested and 46.7% =
scored
proficient or advanced.  In 2007, 47 students were tested and 60.5% =
scored
proficient or advanced. In 2006, 92 students were tested and 83.7% =
scored
proficient or advanced.  The lowest identified areas are based on the
trend analysis of the open response questions in the five mathematics
strands, revealed weaknesses in =93Solving Equations & =
Inequalities=94 and=09
=93Linear Functions.=94 The lowest identified areas based on the trend
analysis of the multiple choice questions, in the five mathematics
strands, revealed weaknesses in =93Linear Functions.=94  The remaining =
four
strands were comparable in student achievement.
4.  African-American, Students with Disabilities (IEP), Limited English
Proficient (LEP),  Hispanic: NA
5.  Graduation Rate:  In 2008, the Graduation rate was 79.9%.  In 2007,
the Graduation rate was 77.9%.	In 2005, the Graduation rate was 80.6 %.  =


   =20


=20
1. Combined Population:
Geometry Benchmark Exam:  In 2008, 66 students were tested and 66.7% %
scored proficient or advanced. In 2007, 103 students were tested and =
79.2%
% scored proficient or advanced. In 2006, 48 students were tested and =
80%
scored proficient or advanced. The lowest identified areas based on the
trend analysis of the open response questions in the five mathematics
strands, revealed weaknesses in =93Triangles=94 and =93Coordinate =
Geometry and
Transformations.=94 The lowest identified areas based on the trend =
analysis
of the multiple choice questions, in the five mathematics strands,
revealed weaknesses in =93Coordinate Geometry and Transformations.=94  =
The
remaining four strands were comparable in student achievement.
2.  Economically Disadvantaged (SES):=20
Geometry Benchmark Exam: In 2008, 31students were tested and 54.8% =
scored
proficient or advanced.  In 2007, 103 students were tested and 73.5%
scored proficient or advanced. In 2006, 48 students were tested and 75%
scored proficient or advanced. The lowest identified areas are based on
the trend analysis of the open response questions in the five =
mathematics
strands, revealed weaknesses in =93Triangles=94 and =93Coordinate =
Geometry and
Transformations.=94  The lowest identified area (s) based on the trend
analysis of the multiple choice questions, in the five mathematics
strands, revealed weaknesses in =93Relations Between 2 and 3 =
Dimensions.=94=20
The remaining four strands were comparable in student achievement.
3.  Caucasian:
Geometry Benchmark Exam: In 2008, 64 students were tested and 67.2% =
scored
proficient or advanced.  In 2007, 103 students were tested and 79% =
scored
proficient or advanced. In 2006, 48 students were tested and 80% scored
proficient or advanced.  The lowest identified areas are based on the
trend analysis of the open response questions in the five mathematics
strands, revealed weaknesses in =93Triangles=94 and =93Coordinate =
Geometry &
Transformations.=94 The lowest identified areas based on the trend =
analysis
of the multiple choice questions, in the five mathematics strands,
revealed weaknesses in =93Relations between 2 and 3 Dimensions.=94	The
remaining four strands were comparable in student achievement.
4.  African-American, Students with Disabilities (IEP), Limited English
Proficient (LEP),  Hispanic: NA

ACSIP CRT Data Source for FLIPPIN =
HIGH SCHOOL	  =20
EOC-Algebra Exam		Report Created:  Sep 4, 2008		 =20
			      =20
2006-# Tested & Percent of Students Scoring Proficient/Advanced:=20
	  87 Students:	      83.9% of Combined Students=20
	  86 Students:	      83.7% of Caucasian Students=20
	  41 Students:	      82.9% of Econ. Disadvantaged Students=20
2007-# Tested and Percent of Students Scoring Proficient/Advanced:=20
	  40 Students:	       60% of Combined Students=20
	  1 Students:	      100% of Hispanic Students=20
	  38 Students:	      60.5% of Caucasian Students=20
	  22 Students:	      54.5% of Econ. Disadvantaged Students=20
	   5 Students:		0% of Students with Disabilities=20
2008-# Tested and Percent of Students Scoring Proficient/Advanced:=20
	  61 Students:	      45.9% of Combined Students=20
	   1 Students:		0% of Hispanic Students=20
	  60 Students:	       46.7% of Caucasian Students=20
	  39 Students:	       41% of Econ. Disadvantaged Students=20
	   8 Students:	 0% of Students with Disabilities=20
The lowest identified areas for the combined population were: Open
Response- =93Solving Equations & Inequalities=94 and =93Data =
Interpretation and
Probability=94; Multiple Choice-=93Linear Functions=94
The lowest identified areas for African Americans were: NA
The lowest identified areas for Hispanic were: NA
The lowest identified areas for Caucasian were: Open Response-=93Solving
Equations & Inequalities=94 and =93Linear Functions=94; Multiple =
Choice-=93Linear
Functions=94
The lowest identified areas for Econ. Disadvantaged students were: Open
Response-=93Solving Equations & Inequalities=94 and =93Linear =
Functions=94;
Multiple Choice-=93Solving Equations & Inequalities=94 and =93Linear =
Functions=94
The lowest identified areas for LEP students were: NA
		 =20
EOC-Geometry Exam	 Report Created:  Sep 4, 2008			 =20
		      =20
2006-# Tested & Percent of Students Scoring Proficient/Advanced:=20
	  45 Students:		80% of Combined Students=20
	  45 Students:		80% of Caucasian Students=20
	  20 Students:		75% of Econ. Disadvantaged Students=20
	1 Students:		100% of LEP Students=20
	   1 Students:		0% of Students with Disabilities=20
 2007-# Tested and Percent of Students Scoring Proficient/Advanced:=20
	  111 Students:        79.3% of Combined Students=20
	    1 Students: 	100% of Hispanic Students=20
	  110 Students:        79.1% of Caucasian Students=20
	   53 Students:        73.6% of Econ. Disadvantaged Students=20
     12 Students:		50% of Students with Disabilities=20
 2008-# Tested and Percent of Students Scoring Proficient/Advanced:=20
	   66 Students:        66.7% of Combined Students=20
	   1 Students:		0% of Hispanic Students=20
	  64 Students:	      67.2% of Caucasian Students=20
	   31 Students:        54.8% of Econ. Disadvantaged Students=20
	   5 Students:	40% of Students with Disabilities=20
The lowest identified areas for the combined population were: Open
Response-=93Triangles=94 and =93Coordinate Geometry and =
Transformations=94;
Multiple Choice- =93Coordinate Geometry and Transformations=94;=20
The lowest identified areas for African Americans were: NA
	 =20
The lowest identified areas for Hispanic were: NA
The lowest identified areas for Caucasian were: Open =
Response-=93Triangles=94
and =93Coordinate Geometry and Transformations=94;
Multiple Choice-=93Relations Between 2 and 3 Dimensions.=94
The lowest identified areas for Econ. Disadvantaged students were: Open
Response-=93Triangles=94 and =93Coordinate Geometry and =
Transformations=94;
Multiple Choice-=93Relations Between 2 and 3 Dimensions=94
The lowest identified areas for LEP students were: NA

The graduation rate for Flippin High = School as=20 reported on the state report card is as = follows:=20 2008-73.9%; 2007-77.9%; 2006-80.6%. =

Goal

Math students will become more proficient in=20 utilizing real world mathematical applications = with=20 emphasis on linear functions, language of = algebra,=20 coordinate geometry and triangle = strands.

Benchmark

As of the 2007-08 test results, the number of=20 students scoring at or above proficiency course = on the=20 end of level Algebra I is 60% and Geometry test = is 81%=20 with the state AYP being 46.9% for 2008-09. An = annual=20 growth of 5.71% for Algebra I and 2.71% for = Geometry is=20 projected.

Intervention: Math = curriculum will=20 include a process of cumulative repetition = and=20 assessment.

Scientific Based Research: = Mayfield,=20 K.H. & Chase, P.N. (2002) "The Effects = of=20 Cumulative Practice on Mathematics Problem = Solving." Journal of Applied Behavior = Analysis 35,=20 105-125. Suydan, Marilyn. N. The Role of = Review in=20 Mathematics Instruction. Eric Document = (ED260891)=20

Actions

Person Responsible

Timeline

Resources

Source of Funds

Homework assignments will include = cumulative=20 review.
Action Type: Alignment

Gina Riggs

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers
Teaching Aids


ACTION BUDGET:	$

Nine weeks test will be both cumulative = and=20 comprehensive to assess the progress = towards=20 attaining the student learning = expectations, and=20 retention of knowledge gained. Areas = determined to=20 be weaknesses (those areas where a = questions were=20 missed by more than 20% of the students) = will be=20 reviewed by the class and included in = future=20 cumulative reviews.
Action Type:=20 Alignment

Susan Manning

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

The Target Testing Pre-Test will be used = as a=20 baseline for student knowledge. The = results will=20 be used to determine which strands require = stronger emphasis due to student weakness. = At the=20 end of each 9 weeks another target test = will be=20 used to determine student growth and = weakness for=20 point in time remediation. The EOC in = spring 2009=20 will have a projected student growth of = 5.71% for=20 Algebra I and 2.71% for Geometry. =
Action Type:=20 Program Evaluation

Victoria Hamlin

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

On review of the 2007 8th Grade Math=20 Benchmark, 91 students were tested. Within = that=20 number 42% of the students tested "Below = Basic"=20 while 24% tested "Basic." During the 2008 = Algebra=20 I EOC, 65 of the previous year's students = were=20 tested with 48% moving into the category = of=20 "Proficient/Advanced." Although the = overall=20 percentage of "Proficient/Advanced" = declined from=20 the previous year Algebra I EOC, it has = been=20 determined that the strategies are working = based=20 on individual students' = improvements.
Action=20 Type: Program Evaluation

Victoria Hamlin

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

In 2008 EOC Geometry, 65 studentes were = tested=20 with the following results: 9% "Below = Basic"; 32%=20 "Basic"; 51% "Proficient"; 17% "Advanced". = The=20 2007 EOC Algebra I had the following = results: 45=20 "Below Basic"; 33% "Basic"; 54% = "Proficient"; 8%=20 "Advanced". Evaluation of the strategies = shows=20 that 4-9% of students tested moved up a = category.=20
Action Type: Program = Evaluation

Victoria Hamlin

Start: 07/01/2008
End: = 06/30/2009


ACTION BUDGET:	$

Flippin High School staff will receive = Total=20 Instructional Alignment (TIA) training and = will=20 begin to implement TIA school wide through = ongoing=20 inservice, book study,the use of pacing = guides,=20 weekly grade level and department meetings = as well=20 as monthly grade level and department = chairpersons=20 meetings to help vertically and = horizontally align=20 curriculum between the middle school and = the high=20 school.
Action Type: = Alignment
Action Type:=20 Collaboration
Action Type: = Equity
Action=20 Type: Professional Development

Jennifer Metts

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Total Budget:

Intervention: Math = vocabulary will=20 be included in curriculum and on=20 assessments.

Scientific Based Research: = Gutstein,=20 Eric. "Reading and Writing the World with=20 Mathematics: Toward a Pedagogy for Social=20 Justices". London, England:Taylor & = Francis.=20 2006.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Vocabulary from the Arkansas Frameworks=20 glossary will be included in=20 instruction.
Action Type: = Alignment
Action=20 Type: Equity
Action Type: Title I=20 Schoolwide

Sudia Clement

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Target Testing will be used as a = formative=20 assessment to determine vocabulary = weakness. The=20 results will be used to determine which = strands=20 require stronger emphasis due to student = weakness.=20 At the end of each 9 weeks another target = test=20 will be used to determine student growth = and=20 weakness for point in time remediation. = The EOC in=20 spring 2009 will have a projected student = growth=20 of 5.71% for Algebra I and 2.71% for=20 Geometry.
Action Type: = Alignment
Action=20 Type: Title I Schoolwide

Gina Riggs

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Upon review of 2008 EOC Algebra I and = Geometry=20 scores, the strategies will be adjusted as = needed=20 to strengthen student learning outcomes in = student=20 learning expectations determined to be=20 weaknesses.
Action Type: Program=20 Evaluation

Joe Morris

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Total Budget:

Intervention: Math teachers = will=20 include real world mathematical = applications in=20 the curriculum with and without = technology.

Scientific Based Research: = Stecker,=20 Pamela, Lynn S. Fuchs, Douglas Fuchs. = "Using=20 Curriculum-Based Measurement to Improve = Student=20 Achievement: Review of Research". = Psychology in=20 the Schools, Vol. 42, No. 8. 2005:795-819. =

Actions

Person Responsible

Timeline

Resources

Source of Funds

Assignments and assessments will include = real=20 world applications. A project will be = designed=20 with collaboration between the Math = Department and=20 the Vocational Agriculture Department to = emphasize=20 the connection between classroom practices = to=20 career and technical = occupations.
Action Type:=20 Alignment
Action Type: = Collaboration
Action=20 Type: Equity
Action Type: Special=20 Education

Joe Morris

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Math Teachers will model real world=20 mathematical applications in instruction = and=20 guided practice.
Action Type:=20 Alignment
Action Type: Equity
Action = Type:=20 Special Education

Jennifer Walser

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Graphing calculators will be available = for=20 each student to use during the school=20 year.
Action Type: Alignment
Action = Type:=20 Equity
Action Type: Technology = Inclusion

Victoria Hamlin

Start: 07/01/2008
End: = 06/30/2009

Computers
Teachers


ACTION BUDGET:	$

Target Testing will be used as a = formative=20 tool to determine effectiveness of = technology=20 inclusion and use of application-based = learning.=20 The results will be used to determine = which=20 strands require stronger emphasis due to = student=20 weakness. At the end of each 9 weeks = another=20 target test will be used to determine = student=20 growth and weakness for point in time = remediation.=20 The EOC in spring 2009 will have a = projected=20 student growth of 5.71% for Algebra I and = 2.71%=20 for Geometry.
Action Type: = Alignment

Gina Riggs

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Upon review of 2008 ACTAAP scores, = strategies=20 will be revised by the members of the math = ACSIP=20 committee to strengthen student learning = outcomes=20 in student learning expectations = determined to be=20 weaknesses. Students who are not = proficient for=20 advanced will be place in remediation = services.=20
Action Type: AIP/IRI
Action Type: = Program=20 Evaluation

Victoria Hamlin

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Professional development in the use of=20 application-based curriculum and = instruction will=20 be available for teachers.
Action Type: = Professional Development

Dr. John Carey

Start: 07/01/2008
End: = 06/30/2009

Teachers


ACTION BUDGET:	$

Total Budget:

Priority 4:

Students will improve their health by becoming = more=20 knowledgeable in the areas of nutrition and = physical=20 education and by developing healthier habits. =

Supporting Data:

Data Statement-School Health Index. The = following=20 Modules 3 and 8 showed a significant decrease = while=20 Module 4 increased proportionately. Moduels 1 = and 2=20 remained the same.=20
2007-08--The Flippin High School faculty=20 participated in the School Health Index. = According to=20 the overall score card, the eight modules were = scored=20 on a variety of items. Following are the = results:=20 Module I School Health Policies and = Environment=9781%%;=20 Module 2 Health Education--98%; Module 3 = Physical=20 Education and Other Physical Activity--80%; = Module 4=20 Nutrition Services --79%; Module 8 Family and=20 Community Involvement -- 50%. 2006-07--The = Flippin=20 High School faculty participated in the School = Health=20 Index. According to the overall score card, = the eight=20 modules were scored on a variety of items. = Following=20 are the results: Module I School Health = Policies and=20 Environment=9780%%; Module 2 Health = Education--100%;=20 Module 3 Physical Education and Other Physical = Activity--93%; Module 4 Nutrition Services = --79%;=20 Module 8 Family and Community Involvement -- = 78%.=20 2005-06--The Flippin High School faculty = participated=20 in the School Health Index. According to the = overall=20 score card, the eight modules were scored on a = variety=20 of items. Following are the results: Module I = School=20 Health Policies and Environment--62%; Module 2 = Health=20 Education--96%; Module 3 Physical Education = and Other=20 Physical Activity--70%; Module 4 Nutrition = Services=20 --79%; Module 5 School Health Services -- 53%; = Module=20 6 School Counseling, Psychological, and Social = Services -- 95%; Module 7 Health Promotion for = Staff=20 -- 19%; Module 8 Family and Community = Involvement --=20 78%.=20
Data Statement--BMI Upon review of the = data,=20 student participation in the BMI measurements=20 decreased. Although the "At-Risk" group = increased, it=20 can be assessed that the strategies are = working=20 because the "Overweight" group decreased. The=20 transition from "Overweight" to "At-Risk" = would=20 account for the increase.=20
According to the Arkansas Center for = Health=20 Improvement report, Flippin High School = students had=20 the following statistics: 2007-08 75% of = students=20 assessed: 21.1% At risk of being overweight; = 17.5%=20 Overweight 2006-07 85% of students assessed: = 15.5% At=20 risk of being overweight; 20.0% Overweight = 2005-06 82%=20 of students assessed: 14.6% At risk of being=20 overweight; 19.6% Overweight 2004-05 86% of = students=20 assessed: 18.1% At risk of being overweight; = 17.1%=20 Overweight

Goal

Students' health will improve through = participation=20 in health and physical education classes as well = as=20 through the promotion of healthy habits in the = school=20 and family environment.

Benchmark

Positive responses from high school students = to a=20 healthy lifestyle survey will increase by = 2%.

Intervention: Students will = be=20 encouraged to establish health eating=20 habits.

Scientific Based Research:=20 U.S.Department of Health and Human = Services and=20 U.S. Department of Agriculture. "Dietary=20 Guidelines for Americans, 2005". 6th = Edition,=20 Washington, DC: U.S. Government Printing = Office,=20 January 2005.

Actions

Person Responsible

Timeline

Resources

Source of Funds

The Wellness Committee and the = administration=20 will work with the school cafeteria staff = to serve=20 healthier foods which will be reviewed = annually=20 according to the Child Nutrition=20 Guidelines.
Action Type:=20 Collaboration
Action Type: Program=20 Evaluation
Action Type: = Wellness

Dr. John Carey

Start: 07/01/2008
End: = 06/01/2009

Central Office
District Staff


ACTION BUDGET:	$

All students will be enrolled in health=20 education classes for one = semester.

Shelena Smith

Start: 07/01/2008
End: = 06/01/2009


ACTION BUDGET:	$

Student-made portfolios will be the = formative=20 assessment for students enrolled in the = health=20 education classes.
Action Type:=20 Alignment
Action Type: Parental=20 Engagement

Michelle Pearcy

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Students enrolled in health classes will = be=20 required to take a nine week examination = to=20 determine comprehension of nutrition as it = relates=20 to a healthy lifestyle. A student score of = 70% or=20 better will demonstrate that the program = is=20 effective.
Action Type: = Alignment

Josh Bright

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Total Budget:

Intervention: Students will = be=20 provided physical activity as mandated by = Arkansas=20 State Standards.

Scientific Based Research:=20 Fairclough, Stuart J. and Stratton, = Gareth.=20 "Physical Activity Levels in Middle and = High=20 School Physical Education: A Review." = Pediatric=20 Exercise Science August 2005: Vol. 17, = Issue 3,=20 p217-237. Database: Health Source: = Nursing/Acadmic=20 Edition.

Actions

Person Responsible

Timeline

Resources

Source of Funds

All students will be required to receive = one=20 credit (two years) in physical education = as part=20 of the graduation curriculum with the = option of=20 two additional years as = electives.
Action Type:=20 Alignment
Action Type: Equity
Action = Type:=20 Special Education
Action Type: = Wellness

Larry McKinney

Start: 07/01/2008
End: = 06/01/2009

Administrative = Staff


ACTION BUDGET:	$

All students will be evaluated at the=20 beginning and end of each school year = according to=20 the Presidential Physical Fitness = assessment=20 instrument as a summative = assessment.
Action=20 Type: Alignment
Action Type: = Equity

Michelle Pearcy

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

Students will participate in the = Presidential=20 Physical Fitness test with a pretest at = the=20 beginning of the school year and a = posttest at the=20 end of the year to determine fitness=20 achievement.
Action Type: = Alignment
Action=20 Type: Program Evaluation

Michelle Pearcy

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Total Budget:

Intervention: A healthy = school=20 environment will be provided for all=20 participants.

Scientific Based Research: = U.S.=20 Department of Health and Human Services = and U.S.=20 Department of Agriculture. "Dietary = Guidelines for=20 Americans, 2005". 6th Edition, Washington, = DC:U.S.=20 Government Printing Office, January = 2005.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Vending machines will be turned off from = the=20 first bell until 30 minutes after the = lunch=20 period.
Action Type: Alignment

Dr. John Carey

Start: 07/01/2008
End: = 06/01/2009

Administrative = Staff


ACTION BUDGET:	$

Due to a decline in student = participation in=20 the BMI study, participation will be = promoted in=20 an attempt to demonstrate the importance = of a=20 healthy lifestyle as it relates to disease = prevention.
Action Type: Parental=20 Engagement
Action Type: Program=20 Evaluation
Action Type: = Wellness

Emma Graves

Start: 07/01/2008
End: = 06/30/2009

Community Leaders
Teachers


ACTION BUDGET:	$

Total Budget:

Intervention: A healthy = lifestyle=20 will be promoted within the family=20 environment.

Actions

Person Responsible

Timeline

Resources

Source of Funds

Posters and/or brochures will be = displayed in=20 places of business within the community = promoting=20 a healthy lifestyle.
Action Type:=20 Collaboration
Action Type: = Wellness

Barbara Kirstein

Start: 07/01/2008
End: = 06/01/2009

Community Leaders
Teachers


ACTION BUDGET:	$

Health-related links will be provided on = the=20 school website.
Action Type: Parental=20 Engagement
Action Type: Technology=20 Inclusion

Michelle Pearcy

Start: 07/01/2008
End: = 06/01/2009

Computers


ACTION BUDGET:	$

The healthy lifestyle program will be = adjusted=20 according to community and faculty health=20 concerns.
Action Type: Parental=20 Engagement
Action Type: Program=20 Evaluation

Emma Graves

Start: 07/01/2008
End: = 06/30/2009

Performance Assessments
Teachers


ACTION BUDGET:	$

An increase in the number of requests by = family members for nutritional information = has=20 shown that the promotion of a healthy = lifestyle=20 has been successful.
Action Type: = Parental=20 Engagement
Action Type: Program=20 Evaluation
Action Type: Title I=20 Schoolwide

Emma Graves

Start: 07/01/2008
End: = 06/30/2009

Performance = Assessments


ACTION BUDGET:	$

Total Budget:

Planning Team

Classification Name Position Committee

Classroom Teacher Ann Ford Teacher Science

Classroom Teacher Breonna Eddings Teacher Reading

Classroom Teacher Cheryl Blasdel Art Writing

Classroom Teacher Elaine McLean Special Education Writing

Classroom Teacher Emily Sharp Social Studies Teacher Reading

Classroom Teacher Emma Graves Family and Consumer = Science Wellness Chair

Classroom Teacher Gina Riggs Mathematics Mathematics

Classroom Teacher Jean Smith English Teacher Writing

Classroom Teacher Jennifer Metts English 9/Foreign = Language-German Building Chair

Classroom Teacher Jennifer Walser Alternative Education Reading

Classroom Teacher Joe Morris Band/Music Mathematics

Classroom Teacher Josh Bright Athletics/Physical = Education Wellness

Classroom Teacher Joyce Walker English 9/10 Writing Chair

Classroom Teacher Kim Randall English Teacher Reading Chair

Classroom Teacher Larry McKinney Classroom Teacher Wellness

Classroom Teacher Michelle Pearcy Health/P.E. Science

Classroom Teacher Mike Hemme Social Studies Teacher Writing

Classroom Teacher Richard Grissum Teacher Science

Classroom Teacher Saundra Lamberson Science Teacher Science Chair

Classroom Teacher Shannon Wescoat Foreign Language-Spanish Reading

Classroom Teacher Shelena Smith Counselor, 9-12 Statistics

Classroom Teacher Sudia Clement Special Education Mathematics

Classroom Teacher Victoria Hamlin Mathematics Mathematics Chair

Community Representative Tim Beaver Community Member Writing

Non-Classroom Professional = Staff Barbara Kirstein Paraprofessional Wellness

Non-Classroom Professional = Staff Jenifer Mott Non-certified employee Science

Non-Classroom Professional = Staff Petra E. Pershall Media Specialist Statistics

Non-Classroom Professional = Staff Susan Manning Parent Mathematics

Parent Lisa Politte Parent Mathematics

Parent Shelley Rowan Parent Writing

Principal Dr. John Carey Principal Steering

=20

------=_NextPart_000_0000_01C91D66.178D5DA0 Content-Type: text/css; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://acsip.state.ar.us/css/styles.css BODY { FONT-SIZE: 11px; COLOR: #000000; FONT-FAMILY: Verdana, Arial, = Helvetica, sans-serif } .text { FONT-SIZE: 11px; FONT-FAMILY: Verdana, Arial, Helvetica, sans-serif } .priority { FONT-WEIGHT: bold; FONT-SIZE: 14px } .goal { FONT-WEIGHT: bold; FONT-SIZE: 12px } TABLE { FONT-SIZE: 11px; COLOR: #000000; TEXT-DECORATION: none } TD { FONT-SIZE: 11px; COLOR: #000000; TEXT-DECORATION: none } TD.content { FONT-SIZE: 12px; LINE-HEIGHT: 140%; FONT-FAMILY: Verdana, Arial, = Helvetica, sans-serif } P.content { FONT-SIZE: 11px; LINE-HEIGHT: 140%; FONT-FAMILY: Verdana, Arial, = Helvetica, sans-serif } P.bold { PADDING-RIGHT: 12px; FONT-WEIGHT: bold; FONT-SIZE: 11px; COLOR: = #222222; LINE-HEIGHT: 140%; FONT-FAMILY: Verdana, Arial, Helvetica, = sans-serif } .title { PADDING-LEFT: 12px; FONT-WEIGHT: bold; FONT-SIZE: 18px; LINE-HEIGHT: = 140%; PADDING-TOP: 12px; FONT-FAMILY: Verdana } .login { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-WEIGHT: bold; FONT-SIZE: = 11px; COLOR: #222222; LINE-HEIGHT: 200%; FONT-FAMILY: Verdana; = TEXT-DECORATION: none } .boxtitle { PADDING-RIGHT: 3px; PADDING-LEFT: 3px; FONT-WEIGHT: bold; FONT-SIZE: = 11px; COLOR: #222222; LINE-HEIGHT: 150%; FONT-FAMILY: Verdana; = TEXT-DECORATION: none } .box { PADDING-RIGHT: 3px; PADDING-LEFT: 3px; FONT-WEIGHT: normal; FONT-SIZE: = 11px; COLOR: #222222; LINE-HEIGHT: 150%; FONT-FAMILY: Verdana; = TEXT-DECORATION: none } .bold { FONT-WEIGHT: bold } .btn { PADDING-RIGHT: 12px; PADDING-LEFT: 2px; FONT-WEIGHT: bold; FONT-SIZE: = 10px; PADDING-BOTTOM: 12px; LINE-HEIGHT: 200%; PADDING-TOP: 12px; = FONT-FAMILY: Verdana; TEXT-DECORATION: none } A:link { FONT-WEIGHT: bold; FONT-SIZE: 10px; COLOR: #0066cc; TEXT-DECORATION: = none } A:hover { FONT-WEIGHT: bold; FONT-SIZE: 10px; COLOR: #cc3300; TEXT-DECORATION: = none } A:visited { FONT-WEIGHT: bold; FONT-SIZE: 10px; COLOR: #0066cc; TEXT-DECORATION: = none } A:active { FONT-WEIGHT: bold; FONT-SIZE: 10px; COLOR: #0066cc; TEXT-DECORATION: = none } .error { FONT-WEIGHT: bold; FONT-SIZE: 14px; COLOR: #ff0000 } .generictable { BACKGROUND-COLOR: #505153 } TH.generic { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-SIZE: 10px; PADDING-BOTTOM: = 2px; PADDING-TOP: 2px; BACKGROUND-COLOR: #ccccff } TD.generic { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-SIZE: 10px; PADDING-BOTTOM: = 2px; PADDING-TOP: 2px; BACKGROUND-COLOR: #ffffff } TD.genericborder { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-SIZE: 10px; PADDING-BOTTOM: = 2px; PADDING-TOP: 2px; BACKGROUND-COLOR: #ffff00 } TD.genericlow { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-SIZE: 10px; PADDING-BOTTOM: = 2px; PADDING-TOP: 2px; BACKGROUND-COLOR: #ff6600 } .redmenu { FONT-WEIGHT: bold; FONT-SIZE: 12px; COLOR: #ffffff; FONT-FAMILY: Arial, = Helvetica, sans-serif } .graymenu { FONT-WEIGHT: bold; FONT-SIZE: 12px; COLOR: #333333; FONT-FAMILY: Arial, = Helvetica, sans-serif } .sectiontitle { FONT-WEIGHT: bold; FONT-SIZE: 18px; COLOR: #081a7e; FONT-FAMILY: = Geneva, Arial, Helvetica, sans-serif } .content { FONT-SIZE: 14px; COLOR: #333333; FONT-FAMILY: Arial, Helvetica, = sans-serif } .contentfine { FONT-SIZE: 10px; COLOR: #333333; FONT-FAMILY: Arial, Helvetica, = sans-serif } .error { FONT-WEIGHT: bold; COLOR: #ff0000 } .file SPAN { DISPLAY: block } .file .fileheader { COLOR: #888 } .file .hunkheader { COLOR: #888 } .file .hunk .ctx { BACKGROUND: #eee } .file .hunk INS { DISPLAY: block; BACKGROUND: #dfd; TEXT-DECORATION: none } .file .hunk DEL { DISPLAY: block; BACKGROUND: #fdd; TEXT-DECORATION: none } ------=_NextPart_000_0000_01C91D66.178D5DA0--