School Plan
CONWAY JUNIOR HIGH
1815 PRINCE STREET,CONWAY, AR 72034
Arkansas Comprehensive School Improvement Plan
2014-2015
The staff, administration, parents, and students of Conway Junior High School commit to provide a
safe and positive learning environment where we recognize and respect the individuality of each
student. The staff strives to equip students with the basic life skills and technological skills necessary
to adapt to the demands of an ever-changing world by becoming lifelong learners.
Grade Span: 8-9
Title I: Not Applicable
School Improvement: SI_3
Table of Contents
Priority 1: Literacy
Goal: By the end of the 2014-2015 school year, those students who scored below proficient in literacy
on the 8th grade ACTAAP Benchmark will master skills needed to grow toward literacy proficiency,
while all students previously scoring proficient or advanced will continue to show growth.
Goal: Conway Junior High School will work to implement strategies that will encourage students'
graduation.
Goal: Conway Junior High will work to increase parental involvement.
Priority 2: Mathematics
Goal: All 8th grade students will exhibit proficiency in measurement and geometry skills. All Algebra I
students will exhibit proficiency in simplifying fractions by factoring; solving quadratic equations by
factoring; writing an equation in slope-intercept, point-slope, and standard forms; and translating
word phrases and sentences into expressions, equations, and inequalities and vice versa. All Geometry
students will exhibit proficiency in Relationships between Two and Three dimensions, specifically
tessellations; and Triangles.
Priority 4: Wellness
Goal: Students will be taught the importance of lifetime skills, individual fitness, and healthy food and
beverage choices through Conway Junior High physical education and health classes.
Priority 1:
Improve Literacy Skills
1. Augmented Benchmark Examination Grade 8
Supporting Data:
1. Combined Population:
Conway Junior High School (CJHS) Benchmark scores show the percentage
of 8th grade students scoring proficient or advanced in literacy in 2014 was
81%. CJHS Benchmark scores show the percentage of 8th grade students
scoring proficient or advanced in literacy in 2013 was 80%. Benchmark
scores from Bob Courtway and Carl Stuart Middle Schools show the
percentage of the combined population scoring proficient and advanced in
2012 was 91%.
2. Targeted Achievement Gap Group (TAGG):
Conway Junior High School (CJHS) Benchmark scores show the percentage
of 8th grade students scoring proficient or advanced in literacy in 2014 was
42.6%. CJHS Benchmark scores show the percentage of 8th grade
students scoring proficient or advanced in literacy in 2013 was 62.57%.
Benchmark scores from Bob Courtway and Carl Stuart Middle Schools show
the percentage of 8th grade students scoring proficient or advanced in
Literacy in 2012 was 72.1%.
3. Students with Disabilities (SWD):
Conway Junior High Benchmark scores show the percentage of 8th grade
students scoring proficient or advance in literacy in 2014 was 23%. CJHS
scores show the percentage of 8th grade students scoring proficient or
advance in literacy in 2013 was 27%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentage of 8th grade
students scoring proficient or advanced in Literacy in 2012 was 55.1%.
4. Limited English Proficient (LEP) Students:
Conway Junior High School (CJHS) Benchmark scores show the percentage
of 8th grade students scoring proficient or advance in literacy in 2014 was
64%. CJHS Benchmark scores show the percentage of 8th grade students
scoring proficient or advance in literacy in 2013 was 64%. Benchmark
scores from Bob Courtway and Carl Stuart Middle Schools show the
percentage of 8th grade students scoring proficient or advanced in Literacy
in 2012 was 76.2%.
5. Economically Disadvantaged (FRLP) Students:
Conway Junior High (CJHS) Benchmark scores show the percentage of 8th
grade students scoring proficient or advanced in literacy in 2014 was 66%.
CJHS Benchmark scores show the percentage of 8th grade students scoring
proficient or advanced in literacy in 2013 was 67%. Benchmark scores
from Bob Courtway and Carl Stuart Middle Schools show the percentage of
8th grade students scoring proficient or advanced in Literacy in 2012 was
85.0%.
6. White:
Conway Junior High (CJHS) Benchmark scores show the percentage of 8th
grade students scoring proficient or advanced in literacy in 2014 was 87%.
CJHS Benchmark scores show the percentage of 8th grade students scoring
proficient or advanced in literacy in 2013 was 84%. Benchmark scores
from Bob Courtway and Carl Stuart Middle Schools show the percentage of
8th grade students scoring proficient or advanced in Literacy in 2012 was
93.9%.
7. Black:
Conway Junior High (CJHS) Benchmark scores show the percentage of 8th
grade students scoring proficient or advanced in literacy in 2014 was 69%.
CJHS Benchmark scores show the percentage of 8th grade students scoring
proficient or advanced in literacy in 2013 was 70%. Benchmark scores
from Bob Courtway and Carl Stuart Middle Schools show the percentage of
8th grade students scoring proficient or advanced in Literacy in 2012 was
82.7%.
8. Hispanic:
Conway Junior High (CJHS) Benchmark scores show the percentage of 8th
grade students scoring proficient or advanced in literacy in 2014 was 56%.
CJHS Benchmark scores show the percentage of 8th grade students scoring
proficient or advanced in literacy in 2013 was 71%. Benchmark scores
from Bob Courtway and Carl Stuart Middle Schools show the percentage of
8th grade students scoring proficient or advanced in Literacy in 2012 was
87.5%.
ACSIP Leadership Teams conducted an in-depth root cause analysis. We
examined the results from the combined population and each
subpopulation while we conducted a comprehensive needs assessment to
determine our main areas of weakness in order to set our goals for student
learning. Based on this comprehensive needs assessment we found that
our areas of need across the combined population and all sub-populations
in Reading to be using context to determine meanings of words applying
conventional rules of punctuation and grammar in writing.
2. Conway High School's three year graduation rate is as follows: 2014—
88.49%; 2013—85.62; 2012--82.08%
3. Conway Junior High School's three year attendance rate trend is as follows:
2014—95.7%; 2013 –94.9; 2012--95.2%
4. When given the Iowa Test of Basic Skills to ninth grade during the 2014
school year in the area of literacy, students scoring at or above the
national 50th percentile were as follows: Reading, 62%; Vocabulary 61%;
Reading Comprehension 59%; Revising Written Materials 59%. The
breakdown for this test by student subpopulation at or above the 50th
percentile follows:
Reading Comprehension:
Black—42%; White—68%; Hispanic—48%; Free and/or Reduced Lunch—
47%; ESI (formerly IEP)—59%; LEP—33%; Gifted & Talented—86%.
When given the Iowa Test of Basic Skills to ninth grade during the 2013
school year in the area of literacy, students scoring at or above the
national 50th percentile were as follows: Reading, 60%; Vocabulary 56%;
Reading Comprehension 59%; Revising Written Materials 57%. The
breakdown for this test by student subpopulation at or above the 50th
percentile follows:
Reading Comprehension:
Black—40%; White—67%; Hispanic—52%; Free and/or Reduced Lunch—
46%; ESI (formerly IEP)—59%; LEP—46%; Gifted & Talented—87%.
When the Iowa Test of Basic Skills was given to ninth grade students
during the 2012 school year in the area of literacy, students scoring at or
above the national 50th percentile were as follows: Reading, 62.5%;
Vocabulary 57.8%; Reading Comprehension 59%; Revising Written
Materials 60.4%; Mathematics, 60.6%; Concepts and Problem Solving,
66.9%; Computation, 39.4%. The breakdown for this test by student
subpopulation at or above the 50th percentile follows:
Reading:
Black—35.6%; White—75.4%; Hispanic—35.9%; Free and/or Reduced
Lunch—36.8%; ESI (formerly IEP)—19.4%; LEP—0.0%; Gifted &
Talented—94.2%.
Goal
By the end of the 2014-2015 school year, those students who scored below
proficient in literacy on the 8th grade ACTAAP Benchmark will master skills needed
to grow toward literacy proficiency, while all students previously scoring proficient
or advanced will continue to show growth.
CJHS did not meet the AMO of 81.47 in literacy (78.77) for all students and the
AMO of 67.56 for TAGG students (59.87) in literacy. Because of this, CJHS is
classified as a "needs improvement school" for 2014-2015.
Benchmark
The state of Arkansas has adopted PARCC as the new assessment tool for 20142015, replacing the ACTAAP Benchmark assessment. By the end of the 2014-2015
school year, those students who scored below proficient in literacy on the 8th grade
ACTAAP Benchmark will master skills needed to grow toward literacy proficiency,
while all students previously scoring proficient or advanced will continue to show
growth.
Intervention: Improve literacy instruction through curriculum analysis and modification and
teachers' consistent use of High-Yield Classroom Strategies.
Scientific Based Research: Hattie, John. (Volume 36 [1], 1992). "Measuring the Effects of
Schooling." Australian Journal of Education.
Marzano, Robert J. et.al. (2001). Classroom Instruction That Works.
Schlechty, Phillip C. (2002) Working on the Work.
Plato Learning, Inc. (1999); "Evaluation Series: Western Harnett High School Remediation Reading
and Math Programs." Sherman PhD., Greg.: www.plato.com
Kulik, James A. (2003). Office of Evauluations and Examinations, University of Michigan:
"Instructional Technology and School Reform Models.
Dixon-Krauss,L. (2002). Journal of Adolescent and Adult Literacy: "Using Literature as a Content for
Teaching Vocabulary." 45.4, p 310-318.
Francis, M.S., & Simpson, M.L. (2003). Journal of Adolescent & Adult Literacy: "Using Theory, Our
Intuitions, and a Research Study to Enhance Students' Vocabulary Knowledge." 47.1, p66-78.
Actions
Person
Responsible
The English and math
Todd
departments will
Edwards,
administer common
Principal
assessments
(performance tasks)
designed by each
content’s planning
committee to determine
student progress in
mastering skills outlined
by the Common Core
State Standards (CCSS).
After professional
development on how to
analyze and effectively
use data to build school
capacity and improve
student performance,
English and math
teachers, including
resource teachers, will
reteach strategies when
appropriate, based on
data interpreted from
these exams. This data
will be used to evaluate
the effectiveness of
math and literacy
instruction.
Timeline
Start:
07/01/2014
End:
06/30/2015
Resources



Administrative
Staff
Performance
Assessments
Teachers
District Staff

Administrative

Source of Funds
ACTION
BUDGET:
$
ACTION
$
Action Type: Alignment
Action Type:
Collaboration
Action Type: Equity
Action Type: Program
Evaluation
Action Type: Special
Education
Staff members will
participate in
professional
Alicia Francis, Start:
Literacy
07/01/2014
Instructional End:
development on how to
analyze and effectively
use data. Instructional
facilitators are provided
in order to analyze data
and facilitate teachers in
acquiring additional
teaching aids, becoming
familiar with additional
teaching strategies, and
observing different
teaching styles in order
to address student
weaknesses.
Facilitator
Staff
06/30/2015


Teachers
District Staff
Administrative
Staff
BUDGET:
Paula Harris,
Math and
Science
Instructional
Facilitator
Action Type:
Collaboration
Staff members will be
Todd
trained in and
Edwards,
Principal
implement targeted
research-based
practices that address
the specific needs of the
subpopulations (i.e.;
ESL) identified for
literacy through high
yield strategies.
Action Type: Equity
Action Type:
Professional
Development
Start:
07/01/2014
End:
06/30/2015


Teachers
Teachers will make
individual professional
development plans
based on the Teacher
Excellence Support
System.
Start:
07/01/2014
End:
06/30/2015

Administrative
Staff

Teachers
Start:
07/01/2014
End:
06/30/2015

Administrative
Staff

Teachers
Start:
07/01/2014

Administrative
Staff
Todd
Edwards,
Principal
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
$
Action Type:
Professional
Development
The Conway Junior High Todd
Leadership team and
Edwards,
staff members will
Principal
review policies,
procedures and
practices that may
present barriers to all
students’ achievement.
Action Type:
Collaboration
A school leadership
team (ACSIP Steering
Todd
Edwards,
Committee) will focus
on the targeted
subpopulation(s)
missing the AMO. The
leadership team would
be responsible for
reviewing progress,
monitoring data, making
adjustments in student
interventions, and
overseeing the
implementation of the
school improvement
plan.
Principal
End:
06/30/2015

District Staff

Teachers

Administrative
Staff
Computers
Performance
Assessments
BUDGET:
Alicia Francis,
Instructional
Facilitator and
ACSIP Chair
Action Type:
Collaboration
Action Type: Equity
Students with AIP's in
literacy will be assigned
to Edgenuity during
study hall or after
school. Student
progress will be
monitored and
documented on
individual AIPs. Each
student will be guided
through remediation
which will address
his/her specific
weaknesses. It will
extend learning time for
students on topics and
skills that lack sufficient
progress in literacy.
Progress will be
monitored to determine
effectiveness of
Edgenuity for
remediation purposes.
Action Type:
Action Type:
Evaluation
Action Type:
Education
Action Type:
Inclusion
Ben Darley,
Assistant
Principal
Start:
07/01/2014
End:
06/30/2015
Sandy
Duncan,
Counselor



Teachers

Administrative
Staff
District Staff
ACTION
BUDGET:
$
ACTION
BUDGET:
$
AIP/IRI
Program
Special
Technology
Teachers will ensure
that each student
experiences a rigorous
curriculum aligned to
the Common Core State
Standards. Conway Jr.
Debbie Miller, Start:
Director of
07/01/2014
Curriculum
End:
06/30/2015
Alicia Francis,
Literacy

High UBD’s are aligned
with Common Core
State Standards and are
used by every math and
English teacher in every
content area.
Instructional
Facilitator

Teachers
Paula Harris,
Math/Science
Instructional
Facilitator
Action Type: Alignment
Action Type: Equity
Alicia Francis,
Literacy
Instructional
Facilitator
Start:
07/01/2014
End:
06/30/2015


Teachers
District Staff
Social studies and
science teaches will
improve student literacy
skills through activities
using reading strategies
and interpreting skills in
content reading.
Action Type:
Collaboration
Etta
Niswonger,
science
teacher
Start:
07/01/2014
End:
06/30/2015


Teachers
District Staff
Continue to provide
literacy inclusion classes
to allow opportunities
for disabled and nondisabled students to
receive supported
instruction.
Charlotte
Vann,
Director of
Special
Education
Services
Start:
07/01/2014
End:
06/30/2015


Teachers
Administrative
Staff
Teachers will work
collaboratively to
research and implement
strategies to improve
students' vocabulary
and ability to determine
meanings of words
through the introduction
of new words and
reinforcement of content
vocabulary found within
all reading assignments.
(strategies include but
are not limited to word
walls, finding meaning
through context clues,
prefixes, suffixes, and
root words)
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type:
Collaboration
Action Type: Equity
Action Type: Special
Education
Total Budget:
Sherry Holder
social studies
teacher
Pam
Ferguson,
Assistant
Principal
$0



Goal
Conway Junior High School will work to implement strategies that will encourage
students' graduation.
Benchmark
To meet or exceed the graduation rate (79.82%) mandated by the state.
Intervention: Teachers, counselors, and administrators will encourage students in all sub group
populations to remain in school and graduate.
Scientific Based Research: (1) Schwartz, W. (2001). ERIC/CASS Virtual Library: "Strategies for
Improving the Educationl Outcomes of Latinos."
http://ericass.uncg.edu/virtuallib/diversity/1076.html (2) ERIC/CASS Virtual Library: "School
Practices to Promote the Achievement of Hispanic Students." March 2000.
http://ericcass.unch.edu/virtuallib/diversity/1072.html
Actions
Counselors will refer
students who failed
semester courses to
Edgenuity, where they
will have an opportunity
to make up semester
credits.
Person
Responsible
Jo Henry,
Edgenuity
Facilitator
Timeline
Start:
07/01/2014
End:
06/30/2015
Resources




Administrative
Staff
Computers
Performance
Assessments
Teachers
Source of Funds
ACTION
BUDGET:
$
Administrative
Staff
Teachers
ACTION
BUDGET:
$
Administrative
Staff
Teachers
ACTION
BUDGET:
$
Action Type: Equity
Action Type: Special
Education
Action Type: Technology
Inclusion
A credit recovery teacher
will offer English course
work to students lacking
in credit so they can
move to the next level of
course work.
Action Type: Alignment
Action Type:
Collaboration
Action Type: Equity
Sandy
Duncan,
Counselor
Start:
07/01/2014
End:
06/30/2015

Start:
07/01/2014
End:
06/30/2015


Paula
McKee,
credit
recovery
English
teacher
A Response to
Lisa Oates,
Intervention (RTI)
Counselor
committee will evaluate
and review progress of
students who are at-risk
for academic, emotional,
or social distress. The
team will take part in
studying the Response to
Intervention model in

order to incorporate a
pyramid of interventions.
The goal of the RTI
committee is to decrease
the number of referrals
for special education.
Action Type:
Collaboration
Action Type: Equity
Action Type: Professional
Development
Action Type: Program
Evaluation
Action Type: Special
Education
Total Budget:
$0
Goal
Conway Junior High will work to increase parental involvement.
Benchmark
Make a school wide effort to encourage every teacher to contact the parents of the
students enrolled at Conway Junior High School throughout the 2014-2015 school
year in order to solicit their participation in helping our students to achieve the
skills necessary for growth.
Intervention: Conway Junior High teachers and administration plan to increase parental
involvement of all identified sub groups through positive contacts and parent awareness of school
links via Internet.
Scientific Based Research: ERIC/CASS Virtual Library Cultural Diversity: "Working with Culturally
and Linguistically Diverse Families." August 2001.
http//ericass.uncg.edu/virtuallib/diversity/1075.html
Act 603 of 2003
Actions
Person
Responsible
All teachers will
Todd
participate in the use of Edwards,
e-School on a regular
Principal
basis in order for parents
of their students to have
access to current grades
at all times. At minimum,
teachers will be required
to update e-School
weekly.
Timeline
Resources
Start:
07/01/2014
End:
06/30/2015

Start:
07/01/2014
End:
06/30/2015




Administrative
Staff
Computers
District Staff
Teachers
Source of Funds
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Parental
Engagement
Action Type: Technology
Inclusion
Develop and implement
a comprehensive student
progress report system
in which parents are
notified in the middle of
the nine weeks of their
Todd
Edwards,
Principal
Sandy
Duncan,


Administrative
Staff
Computers
District Staff
child's grade. Report will Counselor
be generated through eSchool by Central Office.

Teachers
Action Type: AIP/IRI
Action Type: Alignment
Action Type:
Collaboration
Action Type: Equity
Action Type: Parental
Engagement
Action Type: Special
Education
All teachers will actively
engage in positive
parental contact through
a variety of means
throughout the year.
Tammy
McCollum,
Parental
Involvement
Facilitator
Start:
07/01/2014
End:
06/30/2015


Computers
Teachers
Etta
Niswonger,
Science dept.
chair
Start:
07/01/2014
End:
06/30/2015

Administrative
Staff
Computers
Science Teachers
Start:
07/01/2014
End:
06/30/2015






Administrative
Staff
Central Office
District Staff
PAWS
Newsletter
School Web Site
Start:

Administrative
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Parental
Engagement
Action Type: Technology
Inclusion
Parents will be given the
opportunity to participate
in an evening program
hosted by the Science
department on the night
of Parent/Teacher
Conferences, where lab
demonstrations and
student work will be
displayed.


Action Type: Parental
Engagement
Conway Junior High staff Todd
will provide assistance to Edwards,
parents in understanding Principal
academic standards and
assessments set forth by
the state. Parents will
be shown how to track
student progress and
assist in helping their
students' achievement
improve. Information on
how a parent can make a
difference in a child’s
education will be
provided.
Action Type: Parental
Engagement
Parents will be given the
Martha
opportunity to participate
in a Multi-Cultural
Festival hosted by the
Foreign Languages
department to encourage
parental involvement for
all cultures. The
counselors will also
provide seminars to
inform the parents of
high school students
about how to be involved
in decisions, such as
those decisions affecting
course selections, career
planning, and
preparation for
postsecondary
opportunities.
Hibbard,
World
language
dept. chair;
07/01/2014
End:
06/30/2015



Sandy
Duncan,
Counselor
Staff
PAWS
Foreign Language
Teachers
Counselors
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Equity
Action Type: Parental
Engagement
Parents will be notified of Todd
upcoming events through Edwards,
the Parent Phone Link
Principal
System. Data will be
kept of all notifications
made to parents along
with parent sign-ins.
Action Type:
Action Type:
Engagement
Action Type:
Evaluation
Action Type:
Inclusion
Start:
07/01/2014
End:
06/30/2015

Start:
07/01/2014
End:
06/30/2015




Administrative
Staff
Central Office
District Staff
Media Center
Equity
Parental
Program
Technology
Parent Involvement
Todd
Meetings will be
Edwards,
conducted. The following Principal
information will be
provided: A report
should be given to
parents with an overview
of: a) What the students
will be learning; b) How
the students will be
assessed; c) What the
parents should expect for
their child’s education.
Instruction will be
provided for parents on
how to incorporate
developmentally





Administrative
Staff
Teachers
PAWS
Media Center
Newsletter
School Web Site
appropriate learning
activities in the home
environment. These
include, without
limitations, role play and
demonstration by trained
volunteers; the use of
and access to
Department of Education
website tools for
parents; assistance with
nutritional meal planning
and preparation; and
other strategies or
curricula developed or
acquired by the district
for at-home parental
instruction approved by
the Department of
Education.
Action Type: Parental
Engagement
An Information Center,
located in the south
office, will be maintained
with information on
community assistance
resources; after-school
programs; tutoring and
ACT programs;
mentorships; and
volunteer opportunities.
A Volunteer Resource
Book, located in the
south office, will be
maintained indicating the
interests and availability
of volunteers. The
school staff will
determine how
frequently a volunteer
would like to participate,
have options to include
help at home, and match
school needs with
volunteer interests. A
Parental Resource
Center, located in the
media center, will
contain books for student
and parent resources.
The school handbook will
contain the school’s
process for resolving
parental concerns.
Action Type: Parental
Todd
Edwards,
Principal
Tamara
McCollum,
Parental
Involvement
Facilitator
Start:
07/01/2014
End:
06/30/2015


Administrative
Staff
District Staff
ACTION
BUDGET:
$
Engagement
CJHS will enable the
formation of a PTO,
known as PAWS.
Start:
07/01/2014
End:
06/30/2015

Start:
07/01/2014
End:
06/30/2015




Administrative
Staff
Teachers
Web Site
PAWS Newsletter
Todd
Edwards,
Principal
Start:
07/01/2014
End:
06/30/2015

Teachers
Tamara
McCollum,
Parental
Involvement
Facilitator
Start:
07/01/2014
End:
06/30/2015
Todd
Edwards,
Principal

Administrative
Staff
District Staff
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Parental
Engagement
CJHS will provide parents Tamara
the following
McCollum,
information:
Parental
Involvement
Facilitator
The school’s parental
involvement program;
the role of the parent,
student, teacher and
school; ways for the
parent to become
involved in the school
and his or her child’s
education; a volunteer
service survey for the
parent regarding
volunteer opportunities
available at the school;
activities planned
throughout the school
year.
Deena Ladd,
Web Site
Manager
Action Type: Parental
Engagement
Teacher training will be
provided on strategies
for effective
communication (i.e., eSchool)
Action Type: Parental
Engagement
Action Type: Professional
Development
A staff member will be
designated as Parent
Facilitator in order to
help organize meaningful
trainings and information
for staff and parents as
well as promote parental
involvement as an asset
to Conway Junior High
School.
Action Type: Parental
Engagement
Total Budget:
$0
Priority 2:
Supporting
Data:
Improve Math Skills for all students
1. 1. Combined Population:
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 76%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 74%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 83.5%.
2. Targeted Achievement Gap Group (TAGG):
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 42%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 64.88%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 62.7%.
3. Student with Disabilities (SWD):
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 27%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 29%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 44.9%.
4. Limited English Proficient (LEP) Students:
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 39%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 48%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 71.4%.
5. Economically Disadvantaged (FRLP) Students:
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 60%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 60%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 71.8%.
6. White:
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 87%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 74%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 91.1%.
7. Black:
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 56%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 54%. Benchmark scores from Bob
Courtway Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 63.0%.
8. Hispanic:
2014 Conway Junior High benchmark scores show the percentage of
students scoring proficient or advanced in math was 53%. 2013 Conway
Junior High benchmark scores show the percentage of students scoring
proficient or advanced in math was 52%. Benchmark scores from Bob
Courtway and Carl Stuart Middle Schools show the percentages of students
scoring proficient or advanced in math in 2012 was 83.0%.
ACSIP Leadership Teams conducted an in-depth root cause analysis. We
examined the results from the combined population and each subpopulation
as we conducted a comprehensive needs assessment to determine our
main areas of weakness in order to set our goals for student learning.
Based on this comprehensive needs assessment we found that our areas of
need across the combined population and all sub-populations to be the
strands of Measurement, specifically finding missing side lengths and
solving area problems for geometric shapes, and Geometry, specifically
reflections, translations and transformations.
2. Conway High School's three year graduation rate is as follows: 2014—
88.49%; 2013—85.62; 2012--82.08%
3. Conway Junior High School's three year attendance rate trend is as follows:
2013-2014—95.76%; 2012-2013 –94.9%; 2011-2012—95.18%
4. Combined Population :
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 85% scored proficient or
advanced. In 2013, 90% scored proficient or advanced. In 2012, 85%
scored proficient or advanced.
Students with Disabilities (SWD):
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 47% scored proficient or
advanced. In 2013, 82% scored proficient or advanced. In 2012, 67% of
SWD scored proficient or advanced.
Limited English Proficient (LEP):
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 72% scored proficient or
advanced. In 2013, 94% scored proficient or advanced. In 2012, 75% of
LEP students scored proficient or advanced.
Economically Disadvantaged (FRLP):
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 76% scored proficient or
advanced. In 2013, 83% scored proficient or advanced. In 2012, 77% of
FRLP students scored proficient or advanced.
Caucasian:
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 90% scored proficient or
advanced. In 2013, 92% scored proficient or advanced. In 2012, 89% of
our Caucasian sub-population scored proficient or advanced.
Black:
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 74% scored proficient or
advanced. In 2013, 69% scored proficient or advanced. In 2012, 74% of
our black sub-population scored proficient or advanced.
Hispanic:
Algebra 1 EOC scores show the percentage of students scoring proficient or
advanced at Conway Junior High. In 2014, 73% scored proficient or
advanced. In 2013, 95% scored proficient or advanced. In 2012, 81% of
our Hispanic sub-population scored proficient or advanced. In 2011, 75%
scored proficient or advanced.
For the 2014-2015 school year, there was a weakness noted in linear
equations and non-linear functions which will be focused on in both open
response and multiple choice formats.
Based on a comprehensive needs assessments that reflects an in-depth
data disaggregation and analysis we found our weaknesses in Algebra I at
CJHS, across the combined population and sub-populations, to be
simplifying fractions by factoring; solving quadratic equations by factoring;
writing an equation in slope-intercept, point-slope, and standard forms;
and translating word phrases and sentences into expressions, equations,
and inequalities and vice versa.
We also conducted a comprehensive needs assessment on 8th grade
Algebra I data in order to identify specific areas of need and to help align
classroom instruction with our curriculum, assessment, and professional
development as an 8th/9th junior high. We found the areas of need to also
be simplifying fractions by factoring; solving quadratic equations by
factoring; writing an equation in slope-intercept, point-slope, and standard
forms; and translating word phrases and sentences into expressions,
equations, and inequalities and vice versa.
5. Combined Population:
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 99% scored proficient or advanced. In 2013, 86%
scored proficient or advanced. In 2012, 84% of the combined population
students scored proficient or advanced at CHS-E.
Students with Disabilities (SWD):
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 100% scored proficient or advanced. In 2013, 90%
scored proficient or advanced. In 2012, 65% of the SWD scored proficient
or advanced at CHS-E.
Limited English Proficient (LEP):
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 100% scored proficient or advanced. In 2013, 40%
scored proficient or advanced. In 2012, 38% of the LEP students scored
proficient or advanced at CHS-E.
Economically Disadvataged (FRLP):
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 94% scored proficient or advanced. In 2013, 68%
scored proficient or advanced. In 2012, 70% of the FRLP students scored
proficient or advanced at CHS-E.
Caucasian:
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 100% scored proficient or advanced. In 2013, 90%
scored proficient or advanced. In 2012, 93% of the Caucasian subpopulation scored proficient or advanced at CHS-E. In 2011, 91% scored
proficient or advanced.
Black:
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 95% scored proficient or advanced. In 2013, 73%
scored proficient or advanced. In 2012, 64% of the black student subpopulation scored proficient or advanced at CHS-E.
Hispanic:
Geometry EOC scores show the percentage of students scoring proficient or
advanced. In 2014, 100% scored proficient or advanced. In 2013, 44%
scored proficient or advanced. In 2012, 60% of the Hispanic sub-population
scored proficient or advanced at CHS-E.
For 2014-2015, we noticed a weakness in Coordinate Geometry and
Transformations as well as in Relationships between two and three
dimensions on Open Responses. Both of these strands will be focused on
for the upcoming school year using open response questions.
Based on a comprehensive needs assessments that reflects an in-depth
data disaggregation and analysis we found our weaknesses in Geometry at
CJHS, across the combined population and sub-populations, to be
Relationships between Two and Three dimensions, specifically tessellations;
and Triangles.
We also conducted a comprehensive needs assessment on 8th grade
Geometry data in order to identify specific areas of need and to help align
classroom instruction with our curriculum, assessment, and professional
development as a 8th/ 9th junior high. We found the areas of need to also
be Relationships between Two and Three dimensions, specifically
tessellations.
6. The Iowa Test of Basic Skills was given to ninth grade during the 2014 school
year. In the area of mathematics, students scoring at or above the
national 50th percentile were 54% (Concepts and Problem Solving, 61%;
Computation, 37%). The breakdown for this test by student subpopulation
at or above the 50th percentile follows: Black —36%; White —62%;
Hispanic—42%; Free and/or Reduced Lunch—40%; ESI (formerly IEP)—
54%; LEP—32%; Gifted & Talented—88%.
The Iowa Test of Basic Skills was given to ninth grade during the 2013
school year. In the area of mathematics, students scoring at or above the
national 50th percentile were 54%% (Concepts and Problem Solving, 62%;
Computation, 37%). The breakdown for this test by student subpopulation
at or above the 50th percentile follows: Black —34%; White —62%;
Hispanic—48%; Free and/or Reduced Lunch—40%; ESI (formerly IEP)—
54%; LEP—38%; Gifted & Talented—88%.
The Iowa Test of Basic Skills was given to ninth grade during the 2012
school year. In the area of mathematics, students scoring at or above the
national 50th percentile were 59.6% (Concepts and Problem Solving,
67.2%; Computation, 39.4%).
The breakdown for this test by student subpopulation at or above the 50th
percentile follows: Black —36.6%; White —69.8%; Hispanic—43.6%; Free
and/or Reduced Lunch—35.5%; ESI (formerly IEP)—22.6%; LEP—20.0%;
Gifted & Talented—94.2%.
Goal
All 8th grade students will exhibit proficiency in measurement and geometry skills.
Algebra I students will exhibit proficiency in simplifying fractions by factoring;
solving quadratic equations by factoring; writing an equation in slope-intercept,
point-slope, and standard forms; and translating word phrases and sentences into
expressions, equations, and inequalities and vice versa. All Geometry students will
exhibit proficiency in Relationships between Two and Three dimensions, specifically
tessellations; and Triangles.
CJHS did not meet the AMO of 86.84 in math (83.32) for all students or meet the
required AMO of 77.38 for TAGG students (69.50) in math. Because of this, CJHS is
classified as a "needs improvement school" for 2014-2015.
Benchmark
The state of Arkansas has adopted PARCC as the new assessment tool for 20142015, replacing the ACTAAP Benchmark assessment. By the end of the 2014-2015
school year, those students who scored below proficient in math on the 8th grade
ACTAAP Benchmark will master skills needed to grow toward math proficiency,
while all students previously scoring proficient or advanced will continue to show
growth.
Intervention: Establish opportunities outside the regular classroom in which the students will be
provided with instruction and assessment to help them become proficient in weak areas.
Scientific Based Research: (1) Plato Learning, Inc.; "Evaluation Series (2001); Forest Grove High
School Math Remediation Program. SugarPhD., William. www.plato.com. (2) Kulik, James A.
(2003). Office of Evaluations and Examinations, University of Michigan: "Instructional Technology
and School Reform Models."
Person
Timeline
Responsible
Actions
Students who scored
basic or below basic on
the 7th grade or 8th
grade Benchmark or
Algebra I EOC will be
required to attend
Edgenuity during study
hall, after school, or
before school. Each
student will be guided
through Edgenuity
remediation which will
address his/her specific
weaknesses and then
assess mastery of these
skills. Progress will be
monitored to determine
effectiveness of
Edgenuity.
Action Type:
Action Type:
Action Type:
Evaluation
Action Type:
Education
Action Type:
Inclusion
Jo Henry,
Edgenuity
Facilitator
Resources
Start:
07/01/2014
End:
06/30/2015


Start:
07/01/2014
End:
06/30/2015




Computers
Performance
Assessments
Teachers
Teaching Aids
Source of Funds
ACTION
BUDGET:
$
ACTION
BUDGET:
$
AIP/IRI
Equity
Program
Special
Technology
A math teacher will work
with algebra students in a
math lab during the day.
These students will
receive supplemental
instruction in areas of
identified weaknesses in
mathematics. The math
teacher will receive
training in ways to include
technology as a way to
supplement instruction.
Action Type: AIP/IRI
Action Type: Professional
Development
Action Type: Special
Education
Action Type: Technology
Inclusion
Craig
Conner,
math
teacher


Computers
Performance
Assessments
Teachers
Teaching Aids
Credit recovery will be
offered during the second
semester. Teachers will
offer math courses to
students lacking in credit
so they can move to the
next level of course work.
Craig
Conner,
math
teacher
Start:
07/01/2014
End:
06/30/2015

Administrative
Staff
Performance
Assessments
Teachers
Teaching Aids



ACTION
BUDGET:
$
Action Type: Equity
Action Type: Special
Education
Action Type: Technology
Inclusion
Total Budget:
$0
Intervention: Mathematics curriculum alignment using effective lesson plan strategies which include
educational best practices and technology inclusion.
Scientific Based Research: Wiggins, Grant P., and Jay McTighe. Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum Development, 2005.
2004 Texas Math Initiative; "Ten Components of Effective Schools"; www.tea.state.tx.us;
Frivoling, Judith. (April 2001)."Strategies for Advancing Children's Mathematical Thinking." Teaching
Children Mathematics.
Hattie, John. (Volume 36 [1], 1992. "Measuring the Effects of Schooling." Australian Journal of
Education.
1.http://education.smarttech.com/ste/enUS/News+and+research/Case+studies+best+practices/K-12+case+studies/. "Queen Elizabeth
School Old Students' Association Tong Kwok Wah Secondary School"
http://tusdstats.tusd.k12.az.uz/planning/surveys/online/exsums/smrtbrd.asp
Person
Responsible
Actions
Algebra I teachers will use All Algebra I
open response questions
teachers
emphasizing Linear
Functions, in addition to
the other strands which
align with the Common
Core Standards being
taught. Teachers will use
the items as class
starters, homework,
quizzes, or test questions
in all Algebra I classes.
Action Type:
Action Type:
Action Type:
Action Type:
Education
Timeline
Resources
Start:
07/01/2014
End:
06/30/2015

Start:
07/01/2014
End:
06/30/2015



Performance
Assessments
Teachers
Teaching Aids
Source of Funds
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Alignment
Collaboration
Equity
Special
Algebra I teachers will
develop supplemental
problems based on the
CCSS Standards for
Mathematical Practices to
address weaknesses in
simplifying fractions by
factoring; solving
All Algebra I
teachers

Performance
Assessments
Teachers

Teaching Aids
quadratic equations by
factoring; writing an
equation in slopeintercept, point-slope, and
standard forms; and
translating word phrases
and sentences into
expressions, equations,
and inequalities and vice
versa. Test data will be
collected and analyzed to
determine effectiveness.
Action Type:
Action Type:
Action Type:
Action Type:
Evaluation
Action Type:
Education
Alignment
Collaboration
Equity
Program
Special
Start:
07/01/2014
End:
06/30/2015


Teachers
Geometry teachers will
All geometry
teachers
incorporate the use of
Springboard as a resource
to enhance curriculum.
Paula Harris,
Math/Science
Action Type: Alignment
Instructional
Action Type: Collaboration Facilitator
Action Type: Special
Education
Start:
07/01/2014
End:
06/30/2015

Performance
Assessments

Teachers
Pamphlets detailing test- Counselors
taking strategies and
helpful hints on how to be
successful will be sent
home to parents prior to
the test administration.
Start:
07/01/2014
End:
06/30/2015

District Staff

Outside
Consultants
Geometry teachers will
All geometry
emphasize and teach
teachers
relationships between two
and three dimensions and
triangles by developing
supplemental
activities/problems based
on the CCSS Standards
for Mathematical
Practices. Teachers will
use these items as class
starters, homework,
quizzes, or test questions
in all Geometry classes.
Performance
Assessments
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology
Inclusion
Action Type: Parental
Engagement
Todd
Edwards,
Principal
Start:
07/01/2014
End:
06/30/2015

Teachers

Teaching Aids
All math classroom
Todd
teachers will utilize the
Edwards,
Smartboard technology to Principal
enhance student
engagement in the
classroom and improve
upon their understanding
of mathematical concepts.
Start:
07/01/2014
End:
06/30/2015

Teachers

Teaching Aids
Start:
07/01/2014
End:
06/30/2015


Computers
District Staff

Teachers
Start:
07/01/2014
End:
06/30/2015


Computers
Teachers

Teaching Aids
All Algebra I classroom
teachers will utilize TI84+SE graphing
calculators to enhance
and improve upon the
understanding of
mathematical concepts.
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Equity
Action Type: Special
Education
Action Type: Technology
Inclusion
Action Type: Special
Education
Action Type: Technology
Inclusion
Conway Junior High will
provide a rigorous and
relevant curriculum that is
aligned to the CCSS.
Through team meetings
and professional
development teachers will
meet to design UBDs,
discuss curriculum and
alignment, instruction and
assessment, and high
yield strategies.
Action Type:
Action Type:
Action Type:
Action Type:
Education
Action Type:
Inclusion
Todd
Edwards,
Principal
Paula Harris,
Math/Science
Instructional
Facilitator
Alignment
Collaboration
Equity
Special
Technology
All 8th grade math
All 8th grade
teachers will develop and math
incorporate Connected
teachers
Math Curriculum based on
the CCSS Standards for
Mathematical Practices to
add emphasis to our weak
areas of Measurement and
Geometry. Teachers will
also develop performance
tasks based on the
Common Core standards
that will be tested on
PARCC.
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology
Inclusion
Continue to provide math
inclusion classes to allow
opportunities for disabled
and non-disabled students
to receive supported
instruction.
Start:
07/01/2014
End:
06/30/2015

Debbie Miller, Start:
Director of
07/01/2014
Curriculum
End:
06/30/2015

Charlotte
Vann,
Director of
Special
Education
Services
Teachers
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type: Collaboration Todd
Action Type: Equity
Edwards,
Action Type: Special
Principal
Education
8th grade math teachers
will be provided
opportunities to
participate in collaborative
common planning and
strategy sessions,
instructional technology,
and CMP3 training for
math instruction.
Teachers
Paula Harris,
Math/Science
Instructional
Facilitator
Todd
Action Type: Alignment
Edwards,
Action Type: Collaboration Principal
Action Type: Technology
Inclusion
Total Budget:
Priority 4:
Supporting Data:
$0

Conway Junior High is committed to providing a school environment that promotes
children's health.
1. The 2013-2014 BMI assessment showed that of the 303 8th grade males
measured, 57.1 % were a healthy weight and 2.3% were underweight,
while 19.1% were overweight and 21.5 were obese. Of the 269 8th grade
females measured, 55.8% were in the healthy range and 1.9% were in the
underweight range, while 20.1% were overweight and 22.3 were obese.
The 2012-2013 BMI assessment showed that of the 238 10th grade males
measured 59.7 % were a healthy weight or underweight, while 40.3%
were overweight or obese. Of the 228 10th grade females measured, 35%
were in the healthy or underweight range while 64.5% were overweight or
obese. The 2011-2012 BMI assessment showed that of the 257 10th grade
males measured 59.5% were a healthy weight or underweight, while
40.5% were overweight or obese. Of the 234 10th grade females
measured, 62.8% were in the healthy or underweight range while 37.2%
were overweight or obese.
2. According to our school health index, teachers need to participate in
professional development that will enhance their comprehension and
delivery of health curriculum.
The 2014-2015 School Health Profile indicates the School and Health
policies and Environment (Module 1) score was 83%. The Health
Education (Module 2) score was 90%. The Physical Education and Other
Physical Activity Programs (Module 3) score was 76%. The Nutrition
Services (Module 4) was 79%. The Family and Community Involvement
(Module 8) score was 43%. The 2013-2014 School Health Profile indicates
the School and Health policies and Environment (Module 1) score was
87%. The Health Education (Module 2) score was 82%. The Physical
Education and Other Physical Activity Programs (Module 3) score was 86%.
The Nutrition Services (Module 4) was 86%. The Family and Community
Involvement (Module 8) score was 76%. The 2011-2012 School Health
Profile indicates the School and Health policies and Environment (Module 1)
score was 90%. The Health Education (Module 2) score was 96%. The
Physical Education and Other Physical Activity Programs (Module 3) score
was 75%. The Family and Community Involvement (Module 8) score was
94%.
According to our school health index, physical education teachers need to
enhance their curriculum and instruction of developing student
individualized physical activity/fitness plans that participation in
extracurricular physical activity programs.
3. Conway High School's three year attendance rate is as follows: 2014—
95.76%; 2013—94.79%; 2012—95.18%
Goal
Students will be taught the importance of lifetime skills, individual fitness, and
healthy food and beverage choices through Conway Junior High physical education
and health classes.
Benchmark
To increase the amount of time spent teaching lifetime skills and individual fitness
within the physical education curriculum and increase knowledge of the variety of
healthy food choices.
Intervention: Physical Education instructors will include additional fitness and lifetime skills, while
health teachers promote and educate students on the importance of nutrition.
Scientific Based Research: Act 1220, Arkansas DHHS Division of Health/Child Health Advisory
Committee, Arkansas Governor's Council on Fitness Supporting Physical Fitness for Latina
Adolescents O Carter-Pokras, CJ Crespo, E Kelly, S Mora, M … - The Journal of Latino-Latin
American Studies, 2006 - Univ of Nebraska ... Supporting Physical Fitness for Latina Adolescents ...
of a program to improve lifetime physical fitness ... Maryland’s Institutional Review Board for this
research. ... Related Articles - Web Search Models for Curriculum and Pedagogy in Elementary
School Physical Education - all 3 versions » PH Kulinna - The Elementary School Journal - UChicago
Press ... physical education and the research supporting their effectiveness ... a) demonstrates
competency in motor skills and movement ... may elect to continue for a lifetime. ... Related
Articles - Web Search - BL Direct..DHHS Division of Health/Child health Advisory Committee
Preventing childhood obesity: Health in the balance: Executive summary JP Koplan, CT Liverman, VI
Kraak - Journal of the American Dietetic Association, 2005 - Elsevier ... and can be instrumental in
supporting this goal ... Fund community-based research to examine ... Parents should promote
healthful eating behaviors and regular physical ... Cited by 38 - Related Articles - Web Search
[BOOK] Food Politics: How the Food Industry Influences Nutrition and Health - all 8 versions » M
Nestle - 2002 - books.google.com ... opt food and nutrition experts by supporting professional
organizations and research, and they ... Whether they are ethical or promote the health of ... Cited
by 465 - Related Articles - Web Search School-based research and initiatives: fruit and vegetable
environment, policy, and pricing workshop - all 5 versions » SA French, H Wechsler - Preventive
Medicine, 2004 - Elsevier ... school, even without extensive supporting classroom nutrition ... Other
research priorities discussed at the Workshop ... that are designed to promote more healthful ...
Cited by 18 - Related Articles - Web Search . [CITATION] Youth Physical Fitness Research Review
HPFAA Youth Related Articles - Web Search
Actions
Person
Timeline
Resources
Source of Funds
Responsible
Incorporate individual
activities such as
bowling, tennis, jump
roping, and badminton,
as well as group
activities such as line
dancing will be offered.
Sonya
Stephens,
teacher
Start:
07/01/2014
End:
06/30/2015


Administrative
Staff
Teachers
Lisa Worlow
and Sonya
Stephens,
teachers
Start:
07/01/2014
End:
06/30/2015

Teachers
Start:
07/01/2014
End:
06/30/2015

Todd
Edwards,
Principal
Start:
07/01/2014
End:
06/30/2015

Tamara
McCollum,
Parental
Start:
07/01/2014
End:
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
ACTION
BUDGET:
$
Action Type:
Collaboration
Action Type: Title I
Schoolwide
Action Type: Wellness
Conway Junior High will
support alignment and
implementation of the
current Arkansas
Nutritional and Physical
Education and Physical
Activity standards and
Arkansas Curriculum
Frameworks as
evidenced in daily lesson
plans/ UbD’s to support
healthy lifestyle choices.
Action Type: Alignment
Action Type: Wellness
BMI’s will be performed
Dana Villines,
during the school year.
school nurse
Data collected should
show that the
percentage of overweight
or obese students
decrease during the
2014-2015 school year.
District Staff
Action Type: Program
Evaluation
Action Type: Wellness
Restrict access to foods
with low nutritional
values by monitoring
vending machine
contracts for healthy
food choices.
Administrative
Staff
Action Type:
Collaboration
Action Type: Wellness
Provide information
concerning healthy food
choices and physical
activity opportunities to
parents and the
community in the
Conway Junior High
parent center.
Involvement
Facilitator
06/30/2015
Health teachers will
Lisa Worlow,
collaborate in team
health dept
meetings to find ways to chair
incorporate nutritional
information in health
classes and other
curriculum areas where
appropriate, including
the use of
www.pyramid.gov
Start:
07/01/2014
End:
06/30/2015
Action Type:
Collaboration
Action Type: Parental
Engagement
Action Type: Wellness

Teachers
ACTION
BUDGET:
$
Action Type:
Collaboration
Action Type: Professional
Development
Action Type: Wellness
Total Budget:
$0
 Planning Team
Classification
Name
Position
Committee
Classroom Teacher
Amenta, Curt
Special Ed
Wellness
Classroom Teacher
Bagwell, Rebecca
Special Ed
Literacy
Classroom Teacher
Bowen, Katti
English 8/Pre-AP
Literacy
Classroom Teacher
Bowles, Todd
History
Literacy
Classroom Teacher
Branscum, Kara
Physical Science/Biology
Math/Science
Classroom Teacher
Branscum, Kyle
Algebra 1
Math
Classroom Teacher
Brooks, Shelia
Band
Literacy
Classroom Teacher
Brown, Cindy
English 8
Literacy
Non-Classroom Professional Staff Broyles, Bennie
Assistant Principal
Wellness
Classroom Teacher
Buck, Casey
Orchestra
Literacy
Classroom Teacher
Burgess, Jeffery
Special Ed
Math
Classroom Teacher
Burks, David
Special Ed
Wellness
Classroom Teacher
Caplan, Darcy
Spanish
Literacy
Classroom Teacher
Carter, Arrel
Special Ed
Literacy
Classroom Teacher
Choate, Odes
Math 8/Algebra I Pre-AP
Math
Classroom Teacher
Clardy, Terry
Health/Safety
Wellness
Classroom Teacher
Cobb, Roshell
Orchestra Teacher
Wellness
Classroom Teacher
Conner, Craig
Classroom Teacher
Cunningham, Nathan Band
Math 8/Algebra I
Math
Literacy
Non-Classroom Professional Staff Darley, Benjamin
Assistant Principal
Literacy
Classroom Teacher
Davis, Thomas
Career Orientation
Math
Classroom Teacher
Destefano, Kevin
Pre-AP World History
Literacy
Classroom Teacher
Dow, Linda
Science
Math/Science
Non-Classroom Professional Staff Duncan, Sandy
Counselor
Literacy
Classroom Teacher
Dykes, Lana
Algebra I Pre-AP/Math 8
Math
Classroom Teacher
Echols, Dayna
Home Ec/Business Ed
Wellness
Principal
Edwards, Todd
Principal
Wellness
Non-Classroom Professional Staff Ferguson, Pam
Assistant Principal
Wellness
Classroom Teacher
Science
Math/Science
Non-Classroom Professional Staff Finch, Shawn
Counselor
Literacy
Classroom Teacher
Business
Math
Non-Classroom Professional Staff Foster, Darryl
ISS Teacher
Wellness
Non-Classroom Professional Staff Foster, Melissa
Registrar
Literacy
Classroom Teacher
Fournier, Andrew
Physical Education
Wellness
Classroom Teacher
Fournier, Karla
Orchestra
Literacy
Classroom Teacher
Francis, Alicia
Literacy Instructional Facilitator
Literacy
Classroom Teacher
Fulks, Beth
Ferrand, Melinda
Fisher, Christie
Special Education
Literacy
Non-Classroom Professional Staff Fulton, Kathy
Indirect Teacher
Wellness
Classroom Teacher
Garrett, Carolyn
Special Education
Literacy
Classroom Teacher
Gerraputa, Shannon
Applied Studies
Math
Classroom Teacher
Gilmore, Coleene
Agriculture
Wellness
Classroom Teacher
Gould, Tracy
Math 8
Math
Classroom Teacher
Gray, Joy
Science
Math/Science
Classroom Teacher
Gray, Robin
Special Education
Math
Classroom Teacher
Grinder, Stephanie
French
Literacy
Non-Classroom Professional Staff Hall, Kay
Speech Pathologist
Wellness
Classroom Teacher
Harrell, Nick
P.E.
Wellness
Classroom Teachers
Harris, Paula
Math/Science Instructional Facilitator Math/Science
Classroom Teacher
Hazel, Marlene
Geometry/Algebra I
Math
Classroom Teachers
Henry, Jo
Edgenuity
Literacy/Math
Classroom Teacher
Hibbard, Martha
Spanish
Literacy
Classroom Teacher
Hill, Dax
Biology
Math/Science
Classroom Teacher
Holder, Sherry
Arkansas History
Literacy
Classroom Teachers
Hollingsworth, Brooks P.E.
Wellness
Classroom Teacher
Huskey, Sam
Choir Teacher
Literacy
Classroom Teachers
Imboden, Jill
English 8
Literacy
Classroom Teacher
Johnson, LaShanta
Girls Basketball
Wellness
Classroom Teacher
Johnson, Todd
Band
Math
Classroom Teacher
Joseph, Bill
Science
Math/Science
Classroom Teachers
Keef, Ty
English 8/Pre-AP
Literacy
Classroom Teacher
Kendrick, Todd
Economics/Civics
Literacy
Classroom Teacher
Kincy, Kristal
Algebra I/Geometry
Math
Classroom Teachers
King, Megan
Spanish
Literacy
Classroom Teacher
Lacerra, Chris
Band Teacher
Wellness
Classroom Teacher
Ladd, Deena
English
Literacy
Classroom Teachers
Liu, Grace
Chinese
Literacy
Non-Classroom Professional Staff Longing, Martha
Book Keeper
Wellness
Classroom Teacher
Mallett, Trent
Coach/P.E.
Wellness
Classroom Teacher
Maull, Felix
Math
Math
Classroom Teacher
Maull, Staci
Phys Science
Math/Science
Classroom Teacher
McCollum, Tamara
Career Orientation
Literacy
Classroom Teacher
McGehee, Shari
Special Education
Math
Classroom Teachers
McGinty, Nohra
Physical Science
Math/Science
Classroom Teacher
McKee, Paula
English/Pre-AP 9th
Literacy
Classroom Teacher
McMahan, Lana
Algebra I/Algebra I Pre-AP
Math
Classroom Teacher
McMillan, Tommy
Study Hall/P.E./Athletics
Wellness
Classroom Teacher
McMoran, Teri
English 9/Cheer
Literacy/Wellness
Non-Classroom Professional Staff Messmer, Sherry
Librarian
Literacy
Classroom Teacher
Muldrow, Mary
History/Government
Literacy
Classroom Teachers
Nance, Robin
Cross Country
Wellness
Classroom Teachers
Nichols, Sharon
ESL
Literacy
Classroom Teacher
Niswonger, Etta
Biology Pre-AP
Math/Science
Classroom Teacher
North, Thomas
1st Sergeant JROTC
Wellness
Non-Classroom Professional Staff Oates, Lisa
Counselor
Literacy
Classroom Teachers
Osborn, Kathy
Speech
Literacy
Classroom Teachers
Page, Matt
History
Literacy
Classroom Teachers
Parrish, Megan
English 8/Pre-AP
Literacy
Classroom Teacher
Prince, Jeff
9th Government/Football
Wellness/Literacy
Classroom Teacher
Pruett, Kim
Special Education
Literacy
Classroom Teacher
Randall, Pattie
Special Education Designee
Literacy
Classroom Teacher
Raney, Leigh Ann
CBA
Math
Classroom Teacher
Reed, Ryan
History/Football
Literacy/Wellness
Classroom Teacher
Robinette, Calvin
Volleyball/Science 8
Wellness
Classroom Teachers
Robinette, Cindy
Physical Science
Math/Science
Classroom Teacher
Rodery, Ben
Algebra I
Math
Classroom Teacher
Romeo, Cynthia
English 8/Pre-AP
Literacy
Non-Classroom Professional Staff Ruble, Angela
Adm. Assist/Attendance
Wellness
Classroom Teacher
Rye, Christina
Art 8
Math
Classroom Teacher
Schroeder, Holly
Family and Consumer Science
Wellness
Classroom Teachers
Seiter, Teri
Indirect Services
Literacy
Non-Classroom Professional Staff Smith, Grace
Community Liason
Literacy
Non-Classroom Professional Staff Sorenson, Darlene
Adm. Assist./Counselors
Literacy
Classroom Teacher
Spainhour, Krista
9th Grade Band Director
Literacy
Classroom Teacher
Spiridigliozzi, AJ
Drama
Literacy
Classroom Teacher
Stephens, Sonya
P.E.
Wellness
Classroom Teacher
Stroman, Jake
Pre-AP Economics
Literacy
Classroom Teachers
Taylor, Paul
Band
Wellness
Classroom Teachers
Taylor, Vicki
Applied Studies
Literacy/Math
Classroom Teacher
Tidwell, Amy
English 9
Literacy
Classroom Teacher
Tillery, Charissa
Physical Science
Math/Science
Classroom Teacher
Tomlinson, Shelly
Journalism
Literacy
Classroom Teachers
Trice, Cicely
Art
Literacy
Classroom Teacher
Vann, Cole
World History
Literacy
Non-Classroom Professional Staff Villines, Dana
Nurse
Wellness
Classroom Teachers
Vinson, Katie
English 9/Pre-AP
Literacy
Classroom Teacher
Vittitow, Shannon
Girls Athletics
Wellness
Classroom Teacher
Wahlquist, Scott
German
Literacy
Classroom Teacher
West, Megan
Spanish
Literacy
Classroom Teachers
White, Kayla
Vocal Music
Literacy
Classroom Teacher
Williams, Charles
Civics Pre-AP
Literacy
Classroom Teacher
Williams, Marlon
Physical Education
Wellness
Classroom Teacher
Williams, Megan
Art
Literacy
Classroom Teacher
Wilson, Dwayne
10th Band Director
Literacy
Classroom Teacher
Worlow, Lisa
Health
Wellness