School Plan
Top of Form
CENTRAL HIGH SCHOOL
1500 PARK ST.,LITTLE ROCK, AR 72202
Arkansas Comprehensive School Improvement Plan
2011-2012
LRCH ACSIP Mission Statement
The mission of Little Rock Central High School is to assist our students in developing the skills necessary to become independent and self-sufficient adults who will succeed and contribute responsibly in a global community. Through emphasis on achievement in math, literacy and technology, Central High School is committed to inspiring each student to achieve the highest standards of intellectual and personal development. We strive to create and maintain a safe, supportive environment in which all students feel valued and respected as they become successful, life-long learners and responsible citizens in a diverse and changing world.
LRCH Ninth Grade Academy Mission Statement
To teach and model the academic and social skills necessary for success in high school, career and community.
LRCH Ninth Grade Academy Motto
It's not where you start, it's where you finish.
Grade Span: 9-12 / Title I: Not Applicable / School Improvement: SI_5
Table of Contents
Priority 1: Mathematics Core Curriculum
Goal: To improve the teaching of mathematical content (number sense, properties, operations, measurement, geometry, spatial sense, data analysis, and algebra functions). To increase mathematical abilities (conceptual understanding, procedural knowledge and problem solving). To improve mathematical reasoning, connections and communication. To decrease the number of low-level math classes and increase the number of students enrolled in math classes above the geometry level. To increase the percent of African-American Male and Female students who score proficient.
Priority 2: Literacy Core Curriculum
Goal: To improve students' written responses on open-ended questions. To use reading and writing strategies in all core and non-core classes. To improve the use of contexts for reading, i.e., reading for literacy experience, reading for information and reading to perform a task. To improve "process" writing. To increase the percent of African-American Male and Female students who score proficient.
Priority 3: Wellness
Goal: To promote activities in nutrition and physical activity designed to improve student wellness. To promote student health literacy through improved health education instruction. To promote a healthy school environment for students through faculty and staff wellness and through parent involvement.
Priority 4: Scholastic Audit
Goal: To further the development of an effective learning community and support a climate conducive to performance excellence.
Priority 5: Parental Engagement/Involvement
Goal: To increase the involvement of parents in all facets of the education and development of their children throughout high school; recognizing that parents have substantial influence in their children's lives. Parent involvement is multi-faceted and includes responsibilities in decisions that help to ensure students' academic success, health, and social/emotional growth.
Priority 1: / To implement with fidelity the Mathematics Core Curriculum.
Supporting Data: /
  1. The leadership team at Central High school has reviewed at least three years of data (2008-2011) from multiple data sources (State End of Course Assessments in Algebra and Geometry, District SOAR assessments in Algebra and Geometry, District Explore Test Data in Reading, Science, Math and English, District Plan Test Data in Reading, Math, Science and English, ACT Data in Reading, Math, Science and English, as well as, Graduation rates and other perceptual data from the Campus Leadership Team and community stakeholders. Our examination of the data suggests that professional development activities (Differentiation of Instruction, Response to Intervention, Comprehensive Data Analysis) along with our Tier II interventions (In-time use of TLI data, Before/After and Lunch Tutoring) have been effective in increasing student performance in our combined population. The academic areas of concern for our combined population include socio-economically disadvantaged and African Americans. The lowest areas of performance for these groups in geometry were Triangles, open response, and measurement. In Algebra, the lowest areas were language of algebra, open response, and data interpretation and probability. Based on our analysis of the data we need to continue to refine and focus our data analysis and continue to refine our Tier II interventions based on the data. We will emphasis in-time remediation efforts based on our SOAR test data, along with continuing our before/after and during lunch tutoring sessions and Super Saturday sessions.

Goal / To improve the teaching of mathematical content (number sense, properties, operations, measurement, geometry, spatial sense, data analysis, and algebra functions). To increase mathematical abilities (conceptual understanding, procedural knowledge and problem solving). To improve mathematical reasoning, connections and communication. To decrease the number of low-level math classes and increase the number of students enrolled in math classes above the geometry level. To increase the percent of African-American Male and Female students who score proficient.
Benchmark / To meet or exceed the State Average Yearly Progress (AYP) in Mathematics (Algebra/Geometry) for combined school population, as well as, all identified sub groups.
1.1Intervention: (Tier I - High School Mathematics Core Curriculum): Every student at Central High School will have access to and be actively engaged in a rigorous and relevant standards-based Mathematics Core Curriculum based on the Arkansas Department of Education Mathematics Curriculum Frameworks that is appropriately paced and regularly assessed. Students will have specific, designated learning targets; teachers will provide grade level instruction built on research "best" instructional "practices". When students fail to reach their designated achievement targets, the instructional staff at Central High School will support those students with supplemental, tiered instructional interventions. Program Evaluation: The efficacy of the Core Mathematics program will be determined by 83% of students having an adjusted composite score of 70% or greater on the quarterly SOAR assessment. This is the first year to use TLI forecasts as a program evaluation. Baseline data will be established after first interim assessment and monitored for effect.
Scientific Based Research: Dufour, R, Dufour, R, Eaker, R & Karhanek, G (2010). Raising The Bar and Closing The Gap. Solution Tree, Bloomington, IN. Hattie, John. (2009). Visible Learning. Routledge: Taylor & Francis Group. New York, NY. Schmoker, Mike. (2006). Results Now. Association for Supervision and Curriculum Development. Alexandria, VA. Marzano, Robert. (2003). What Works in Schools. Association for Supervision and Curriculum Development. Alexandria, VA.
Actions / Person Responsible / Timeline / Resources / Source of Funds
1.1.1. Model best practice instructional strategies, provide appropriate professional development and coordinate mathematics interventions through the mathematics department and math coach.
Action Type: Collaboration
Action Type: Professional Development / Tonya Iverson, Math Coach/, Math department Chair / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Teachers
/
ACTION BUDGET: / $
1.1.2.Prioritize the mathematics curriculum encompassing curriculum mapping, essential questions, open response questions, common nine weeks and semester exams. Progress will be monitored by the math coach, Assistant principal for instruction and the principal.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development / Tonya Iverson, Math Coach/Regina Ezell, API/Nancy Rousseau, Principal / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • District Staff
  • Teachers
/
ACTION BUDGET: / $
1.1.3.Order, disseminate and design class instruction to include Science World magazine activities that emphasize mathematical concepts.
Action Type: Alignment
Action Type: Collaboration / Melissa Donham, Science Department Chair / Start: 07/01/2011
End: 06/30/2012 /
  • Teachers
/
ACTION BUDGET: / $
1.1.4. Monitor and observe the active engagement of students in challenging mathematics assignments and activities through administrative walkthroughs and focus walks. Provide appropriate feedback during math department meetings.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity / Nancy Rousseau, Principal/Administrative Team / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • District Staff
/
ACTION BUDGET: / $
1.1.5.Create on-line AIP's in alignment with Arkansas State Standards through collaboration with teachers and instructional coaches in consultation with parents for all students who did not reach proficiency on the benchmark/EOC exams. Provide teachers with appropriate professional development in writing and facilitating the process.
Action Type: AIP/IRI
Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Professional Development / Tonya Iverson, Math Coach / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Teachers
/
ACTION BUDGET: / $
1.1.6.Develop and incorporate high yield instructional strategies, activities and assignments that use statistics, geometry, algebra and other mathematical principles in all Career/Technical and Social Studies courses.
Action Type: Collaboration / Xerlotta Sanders, Career/Technical Department Chair, Chris Dorer, Social Studies Chair / Start: 07/01/2011
End: 06/30/2012 /
  • Teachers
/
ACTION BUDGET: / $
1.1.7Incorporate real world applications of mathematical principles in career technology courses that provide assimilation and adaptation experiences, i.e., simulation, tax preparation and budgeting.
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology Inclusion / Kathryn Evans, Jag Coordinator / Start: 07/01/2011
End: 06/30/2012 /
  • Computers
  • Teachers
  • Teaching Aids
/
ACTION BUDGET: / $
1.1.8Continue incorporation of the "Workshop" model of classroom instruction in all math classes.
Action Type: Collaboration
Action Type: Equity / Tonya Iverson, Math Coach / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • District Staff
  • Teachers
/
ACTION BUDGET: / $
1.1.9Continue yearly science fair requiring an individual or group science research project and an individual or group science experiment aligned with the Arkansas Frameworks. Community resources will be used for mentors and judges. Use of pertinent technology and numeracy skills will be required.
Action Type: Alignment
Action Type: Technology Inclusion / Melissa Donham, Science Department Chair / Start: 07/01/2011
End: 06/30/2012 /
  • Community Leaders
  • Outside Consultants
  • Teachers
/
ACTION BUDGET: / $
1.1.10.Incorporate through the adaptation of Thinkfinity, lessons that align with Arkansas State Standards for language of algebra to include specialized vocabulary, symbols, and operations with special needs students.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Special Education
Action Type: Technology Inclusion / Betsy Hall/Terri Deloney, Special Needs Department / Start: 07/01/2011
End: 06/30/2012 /
  • Computers
  • Teachers
/
ACTION BUDGET: / $
1.1.11.Develop and distribute common course syllabi that include specific learning targets (SLE's) as a checklist for parents aligned to the Arkansas Frameworks and district curriculum maps.
Action Type: Alignment
Action Type: Collaboration
Action Type: Parental Engagement / Tonya Iverson, Math Coach/, Math Department Chair / Start: 07/01/2011
End: 06/30/2012 /
  • Teachers
/
ACTION BUDGET: / $
1.1.12Advanced curricular needs of officially identified gifted students are met in our school’s challenging Pre-AP and AP courses. These courses are open to any student willing to accept the increased rigor of the classes according to College Board Mandates. Teachers of Pre-AP and AP courses will receive the necessary professional development to maintain their certificates required by the Arkansas Department of Education. Professional development opportunities include Laying the Foundation training, Pre-AP and AP summer workshops, and the Hot Springs ASMSA conference. Select Pre-AP and AP teachers may attend the annual conference sponsored by the Arkansans for Gifted and Talented Education in order to receive additional professional development hours concerning the needs of advanced students.
Action Type: Alignment
Action Type: Equity
Action Type: Professional Development / Barbara Stafford, HSTW Coordinator/ Christine Deitz, GT Coordinator / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • District Staff
  • Teachers
/
ACTION BUDGET: / $
1.1.13.Consider the logistics of providing secondary gifted students 30 minutes per month direct services from a licensed GT teacher for the ADE requested affective topics: time management, study skills, social/emotional needs, organizational skills, creativity, critical thinking skills, creative problem solving, stress management, leadership, interpersonal and intrapersonal skills, career focus, Arkansas Governor’s School, and/or other real-world issues.
Action Type: Alignment
Action Type: Equity
Action Type: Technology Inclusion / Barbara Stafford, HSTW Coordinator/Christine Deitz, GT Coordinator / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Computers
  • District Staff
  • Teachers
/
ACTION BUDGET: / $
1.1.14.Pre-AP teachers at Central High School will submit one lesson plan and examples of student work per quarter to the district’s GT/AP coordinator for the purpose of documenting quality differentiation has occurred within the classroom. AP teachers are required to maintain a College-Board approved syllabus which demonstrates sufficient rigor and relevance for advanced students. Per Act 102, all AP teachers are required to attend College Board sanctioned training every five years.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity / Barbara Stafford, HSTW Coordinator/Christine Deitz, GT Coordinator / Start: 07/01/2011
End: 06/30/2012 /
  • District Staff
  • Performance Assessments
  • Teachers
/
ACTION BUDGET: / $
Total Budget: / $0
1.2.Intervention: (Tier II - Targeted Interventions, Tutoring sessions, before/after school, lunch and Saturday based on the core mathematics curriculum: No more than 20% of general education students should have difficulty obtaining designated grade level learning targets in the Mathematics Curriculum. The instructional team at Central High School will meet the specific learning needs of these students by providing "Targeted" or Tier II interventions. Program Evaluation: The effectiveness of Tier II interventions will be determined by adjusted composite score growth on the SOAR Algebra/Geometry assessment; with the goal of all students achieving 70% proficiency or greater. Baseline data will be established after first interim assessment and monitored for effect.
Scientific Based Research: Bernhardt, V. & Herbert, C. (2011). Response to Intervention Continuous School Improvement. Eye on Education, Inc. Larchmont, NY. Koselak, Jeremy. (2011). Transforming High Schools Through Response to Intervention. Eye on Education, Inc. Larchmont, NY.
Actions / Person Responsible / Timeline / Resources / Source of Funds
1.2.1.Utilize the Learning Institute's Proficiency Forecast Report to identify students in algebra and geometry that need additional support and distribute list to teachers. Teacher's will use TLI's skill based report to determine areas of weakness for interventions. Interventions will be provided in-time.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity / Tonya Iverson, Math Coach / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
/
ACTION BUDGET: / $
1.2.2.Identify students for tutoring sessions (before/after school/lunch) based on SOAR interim assessments/proficiency forecasts and nine weeks common formative exams. Track cohort groups of students using data director.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Special Education / Tonya Iverson, Math Coach / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
/
ACTION BUDGET: / $
1.2.3.Continue intensive Saturday School sessions before EOC exams for students who are forecast to be basic or below on TLI proficiency forecast. Inform parents of the need for their student to attend.
Action Type: AIP/IRI
Action Type: Equity
Action Type: Parental Engagement / Tonya Iverson, Math Coach/Regina Ezell, API / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Performance Assessments
  • Teachers
/
ACTION BUDGET: / $
1.2.4.Consider logistics of using Nova Net computer Program in tutoring sessions for remediation of students based on TLI proficiency forecasts/skill deficit reports, nine week/semester common assessments.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Equity
Action Type: Technology Inclusion / Nancy Rousseau, Principal/ Tonya Iverson, Math Coach/Regina Ezell, API / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Computers
  • Teachers
/
ACTION BUDGET: / $
1.2.5.Implement a "Red Flag" system for assisting students whose grade slips below 70%. Teachers would provide supports for these students based on previous professional development in May, 2011. Teachers will provide differentiated process, product and content supports during lunch or before/after school.
Action Type: Collaboration
Action Type: Equity / Tonya Iverson, Math Coach/Regina Ezell, API/Affected algebra/Geometry Teachers / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Teachers
/
ACTION BUDGET: / $
Total Budget: / $0
1.3.Intervention: (Tier III - Intensive Interventions, Peer tutoring, Nova Net Computer Program): No more than 20% of general education students should have difficulty reaching specific, designated learning targets in the Mathematics Core Curriculum. Of those students, no more than 10% should experience extreme difficulty in reaching targets and need "Intensive" or Tier III interventions. Program Evaluation: The effectiveness of Tier III interventions will be determined by adjusted composite score growth on the SOAR Algebra/Geometry assessment; with the goal of all students achieving 70% proficiency or greater. Baseline data will be established after the first interim assessment and monitored for effect.
Scientific Based Research: Bernhardt, V. & Hebert, C. (2011). Response to Intervention Continuous School Improvement. Eye on Education, Inc. Larchmont, NY. Koselak, Jeremy. (2011). Transforming High Schools Through Response to Intervention. Eye on Education, Inc. Larchmont. NY.
Actions / Person Responsible / Timeline / Resources / Source of Funds
1.3.1.Consider implementation of Nova Net pre-algebra diagnostic/prescriptive program for students identified in the bottom 10% on the nine weeks and first semester common exams.
Action Type: Equity
Action Type: Technology Inclusion / Nancy Rousseau, Principal/Tonya Iverson, Math Coach/Regina Ezell, API / Start: 07/01/2011
End: 06/30/2012 /
  • Administrative Staff
  • Computers
  • Performance Assessments
  • Teachers
/
ACTION BUDGET: / $
1.3.2.Provide extra help for minorities in pre-AP and AP courses after school on Thursdays. UALR will collaborate with Central High School and pay for four peer tutors.
Action Type: Collaboration
Action Type: Equity / Lequieta Grayson, Guidance Department / Start: 07/01/2011