School Plan

BLEVINS HIGH SCHOOL
PO BOX 98,BLEVINS, AR 71825

Arkansas Comprehensive School Improvement Plan

2013-2014


Blevins High School accepts the responsibility of providing the opportunities that will enable its students to become proficient in mathematics and literacy. The overall purpose of education is to develop students who are capable citizens. Education must assist each individual to: think clearly, become intellectually competent, and make wise use of both human and natural resources.



Striving for Excellence

Grade Span: 7-12 Title I: Not Applicable School Improvement: SI_2

Table of Contents

Priority 1: Mathematics
    Goal: To improve mathematics skills for all students with emphasis on open response and deep implementation of Common Core State Standards.
Priority 2: Literacy
    Goal: To improve literacy skills for all students with emphasis on open response, literary and practical reading passages, improving content and style in writing, and deep implementation of Common Core State Standards (continuation for grades 7-8, and new implementation for 9-12).
Priority 3: Wellness
    Goal: Improve the school nutrition environment, promote school health, and reduce childhood obesity.
Priority 4: Parent Compact
    Goal: Blevins High School will increase parental involvement throughout the school.

Priority 1: Mathematics
Supporting Data:
  1. COMPREHENSIVE NEEDS ASSESSMENT: Our district analyzed mathematics test scores from the 2013 Augmented Benchmark for grades 7-8 and high school EOC exams for both the combined population and subgroup populations. Specific areas of strength and weakness were determined. Other factors studied included attendance, disciplinary, graduation rate, and formative assessment data across grade levels for the past three years. Using the data we will continue to update our instructional practices, curriculum and assessment and professional development to meet the needs of all students, and allocate federal/state categorical funds in support of these needs. Trend data for 2012-2013: (Percent of students Proficient or Advanced) All students: 49.19% (56.58% needed) TAGG: 46.53% (53.58% needed) African American subgroup: 37.50% (41.83% needed) Hispanic subgroup: 58.33% (62.13% needed) Caucasian subgroup: 52.50% (62.39% needed) Economically Disadvantaged subgroup: 47.00% (53.83% needed) English Language Learners subgroup: 60.00% (62.97% needed) Students with Disabilities subgroup: 15.38% (25.00% needed) Areas of needed improvement include Open-Response/Numbers and Operations, Multiple Choice/ Measurement in 7th grade; Open Response/Measurement and Multiple Choice/Algebra and Geometry in 8th grade; EOC Geometry: Multiple Choice/Relationships Between 2 & 3 Dimensions and Open Response/Triangles and Coordinate Geometry and Transformations; EOC Algebra: Multiple Choice/Linear Functions and Open Response/ Language of Algebra and Nonlinear Functions.
  2. Trend data for 2011-2012: (Percent of students Proficient or Advanced) All students: 63.48% (52.23% needed) TAGG: 57.78% (48.94% needed) African American subgroup: 46.94% (36.01 needed) Hispanic subgroup: 62.50% (58.34% needed) Caucasian subgroup: 70.80% (58.63% needed) Areas of needed improvement include Open-Response in the area of Measurement in 7th and 8th grades: EOC Geometry scores in the area of Relationships Between 2 & 3 Dimensions and the area of Coordinating Geometry and Transfomations; EOC Algebra Open-Response scores in the areas of Language of Algebra, Solving Equations and Inequalities, and Nonlinear Functions.
  3. Trend data for 2010-2011: (Percent of students Proficient or Advanced) Seventh Grade Math: 2009 55% 2010 69% 2011 52% Eighth Grade Math: 2009 50% 2010 44% 2011 36.1% Algebra I EOC: 2009 61% 2010 58% 2011 62.5% Geometry EOC: 2009 71% 2010 54% 2011 38.1% Areas of needed improvement include Open-Response in the area of Measurement in 7th and 8th grades: EOC Geometry scores in the area of Relationships Between 2 & 3 Dimensions and the area of Coordinating Geometry and Transformations; EOC Algebra Open-Response scores in the areas of Language of Algebra, Solving Equations and Inequalities, and Nonlinear Functions.
GoalTo improve mathematics skills for all students with emphasis on open response and deep implementation of Common Core State Standards.
BenchmarkIn 2012-2013, 49.19% of Blevins High School students scored proficient or advanced with state standards requiring 56.58% of students to be proficient or advanced. Blevins High School met ESEA AMOs for Mathematics in all growth performance categories except Students with Disabilities (Mathematics Status: Achieving). BHS will strive to achieve 2014 status performance AMOs: All students=60.92% TAGG=58.23% African American subgroup=47.64% Hispanic subgroup=65.91% Caucasian subgroup=66.15% Economically Disadvantaged subgroup=58.44% English Language Learners subgroup=66.67% Students with Disabilities subgroup=32.50%
Intervention: CURRICULUM ALIGNMENT/STANDARDS-BASED INSTRUCTION: Assist teachers in aligning the curriculum. Implementations will include teachers utilizing various materials to map and sequence curriculum, including implementation of CCSS in grades 9-12, and furthering implementation of CCSS in grades 7-8. Plan evaluations include the use of FORMATIVE AND SUMMATIVE ASSESSMENTS to gauge the effectiveness of curriculum alignment for a two year period.
Scientific Based Research: "Curriculum Mapping: Building Collaboration and Communication": Kappang, 2004. "Analysis of students' assessments in middle school curriculum materials: Aiming percisely at benchmarks and standards": Stern & Ahlgren, 2002.
Actions Person Responsible Timeline Resources Source of Funds
All teachers will map their taught curriculum through the use of lesson plans, CCSS, district frameworks, and state frameworks (for standards that are not found in the CCSS but may be tested in Benchmark/EOC exams). Formative assessment, Benchmark and EOC results will evaluate the effectiveness of the curriculum mapping.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Cindy Lee / Lisa Doss Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • School Library
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
When individual mapping is completed, teachers will compare individual maps to state frameworks and search for gaps and overlaps. Teachers will then sequence curriculum to best fit student academic needs. With assistance from the math instructional facilitator, teachers will use these maps to create formative assessments, give these assessments, and evaluate student data from them.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Cindy Lee / Lisa Doss Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
Total Budget:$0
Intervention: Math enhancement through the development of student ACADEMIC IMPROVEMENT PLANS. Implementation will include identifying students who are not on grade level, creating modification folders for IEP students, utilizing the math instructional coach and outside consultants, appropriate professional development and in-school intensive tutoring for the next two years. Benchmark/EOC scores and formative assessments will determine the effectiveness of the intervention plan.
Scientific Based Research: "Reflective Practice to Improve Schools": York-Barr, Sommers, Ghere, & Montie, 2001. "Improving Schools in Socioeconomically disadvantaged areas": Muys, Harris, Chapman, Stoll, & Russ, 2004. Matuszny, R.M., Banda, D.R., & Coleman, T.J. (2007). A progressive plan for building collaborative relationships with parents from diverse backgrounds. Teaching Exceptional Children. 39, 24-31.
Actions Person Responsible Timeline Resources Source of Funds
In conjunction with the literacy priority, students will be identified for AIP who are not on grade level through the use of standardized test scores, report cards, and/or other performance indicators, as needed. Additionally, all regular education teachers will be given modification folders for students with IEPs. These folders will be in addition to AIPs and will be updated regularly. Math Classes are offering corrective action with CMP 2 curriculum, Accelerated Math and the use of math coaches and outside consultants.
Action Type: AIP/IRI
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
Jeffrey Steed/Bryan Smith/Connie Kelton Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • Computers
  • District Staff
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
POINT-IN-TIME REMEDIATION: Identified students will receive enhanced instruction through a school-wide tutoring period, small group reteaching, cooperative learning, and extended practice sessions with problems from Model Content Frameworks, Mathematics Assessment Project, Dan Meyers website, released items from Benchmark and End of Course tests, and possibly items from Accelerated Math. The district curriculum coordinator will evaluate data and provide data analysis to teachers.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
Jeffrey Steed/Jennifer Myrick/Debbie Craig/Stan Moorman/Cindy Lee Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • Computers
  • District Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
NSLA funds, if available, will be used to purchase math manipulatives and supplies for student use in classrooms.
Action Type: Equity
Lisa Doss Start: 07/01/2013
End: 06/30/2014
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
Total Budget:$0
Intervention: Introduce and implement more TECHNOLOGY-BASED INSTRUCTION to improve mathematical skills and problem solving strategies. Implementation will include training teachers in the use of technology in the classroom using a variety of computer software programs over a two year period. Progress will be assessed through data from formative assessment scores and student progress reports from computer software programs.
Scientific Based Research: Technology and Classroom Practices: An International Study Journal article by Robert B. Kozma; Journal of Research on Technology in Education, Vol. 36, 2003 Be the Technology: A Developmental Model for Evaluating Technology Integration Journal article by Steven C. Mills, Robert C. Tincher; Journal of Research on Technology in Education, Vol. 35, 2003 Hanley, J.T., & Jackson, P (2006). Making it click: A California high school test drives and evaluates six new personal response systems. Technology & Learning. 26, 34-38. Keeler, A. (2006).Classroom performance system (cps). Media & Methods. 42, 35. (2005).On the cutting edge. Media & Methods. 42, 21-22. Terreri, A, & Simons, T (2005). What are they thinking?. Presentations. 19, 36-39.
Actions Person Responsible Timeline Resources Source of Funds
Train teachers and staff in the effective use of Ipads, Smartboards and other technology-based instruction tools.
Action Type: Collaboration
Action Type: Equity
Action Type: Professional Development
Action Type: Technology Inclusion
Cindy Lee/Cindy Heagwood Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • Community Leaders
  • Computers
  • Performance Assessments
  • School Library
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
Research effective software program updates that may include open-response and higher order thinking skills. Research available activities which involve family, community, and technology. Research textbooks that include technology-based instruction as an integral part of the curriculum.
Action Type: Alignment
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Special Education
Action Type: Technology Inclusion
Jennifer Myrick/Nancy Myrick Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • Computers
  • Outside Consultants
  • Performance Assessments
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
Continue to use a variety of software programs available in the computer lab, on classroom computers,Smartboards and/or on the internet. These programs include e-instruction, Plato, the Southwest AR College Preparatory Academy program, and additional course offerings through the CIV/DL labs. NSLA funds will be available for two full-time paraprofessionals (Chandra Kirkham FTE=1.0 $19245.95, Kim Cole FTE=1.0 $14457.51) to facilitate student learning.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Program Evaluation
Action Type: Special Education
Action Type: Technology Inclusion
Jeffrey Steed Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • Community Leaders
  • District Staff
  • Performance Assessments
  • Teachers
  • Teaching Aids
Title VI Federal - Other Objects:$2500.00
NSLA (State-281) - Employee Benefits:$8048.46
NSLA (State-281) - Employee Salaries:$25655.00

ACTION BUDGET:$36203.46
Teachers will incorporate into lesson plans power point presentations and other technology-based instruction, both included in textbooks, and/or develop original presentations. Teachers will engage students in internet projects and implement real world activities in instruction, where/when appropriate.
Action Type: Collaboration
Action Type: Equity
Action Type: Parental Engagement
Action Type: Professional Development
Action Type: Special Education
Action Type: Technology Inclusion
Jeffrey Steed Start: 07/01/2013
End: 06/30/2014
  • Community Leaders
  • Computers
  • School Library
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
NSLA funds will be used to purchase additional USB ports and USB extensions for existing classroom computers.
Action Type: Collaboration
Action Type: Equity
Action Type: Program Evaluation
Action Type: Technology Inclusion
Jeffrey Steed/Cindy Heagwood Start: 07/01/2013
End: 06/30/2014
  • Performance Assessments
  • Teachers
NSLA (State-281) - Materials & Supplies:$182.72

ACTION BUDGET:$182.72
Accelerated Math will be included in grades 7-8, and Algebra I/Geometry if funds available. Teachers will be trained on how to use AM as a supplemental program in their daily lessons that is aligned to the curriculum and needs assessment. Students will be scored for improvement in math through the use of the STAR Exam. Upgrades to the program will be evaluated annually by comparing test scores and math understanding levels.
Action Type: AIP/IRI
Action Type: Professional Development
Action Type: Technology Inclusion
Jeffrey Steed/Lisa Doss/Cindy Lee Start: 07/01/2013
End: 06/30/2014
  • Administrative Staff
  • District Staff
  • Teachers
  • Teaching Aids

ACTION BUDGET:$
Title VI Federal (REAP) funds will be used in conjunction with the mathematics department to purchase materials and supplies for the science lab.
Action Type: Alignment
Action Type: Collaboration
Billy Lee/Natalie Jones Start: 07/01/2013
End: 06/30/2014
    Title VI Federal - Materials & Supplies:$27132.29

    ACTION BUDGET:$27132.29
    Title VI (REAP) funds will be used to purchase calculators for the math department ($3019.20 for one 30-pack).
    Billy Lee/Lisa Doss Start: 07/01/2013
    End: 06/30/2013
      Title VI Federal - Materials & Supplies:$3019.20

      ACTION BUDGET:$3019.2
      Title VI Federal Capital Outlay funds will be used to purchase a DVR system for the high school.
      Action Type: Equity
      Action Type: Technology Inclusion
      Billy Lee/Jeffrey Steed Start: 07/01/2013
      End: 06/30/2014
      • Teaching Aids
      Title VI Federal - Capital Outlay:$1600.00

      ACTION BUDGET:$1600
      Total Budget:$68137.67
      Intervention: COLLABORATION: Implementation and expansion of a school-wide assistance and co-teaching program. Implementation will include training and incorporation of peer and co-teaching strategies in classrooms. Effectiveness of the intervention will be measured using teacher questionnaires and observations conducted by administrators/instructional coaches.
      Scientific Based Research: The High School Journal Volume 86, Number 4, April-May 2003 Dieker, Lisa A. Murawski, Wendy W. Co-Teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success Roth, Wolff-Michael and Tobin, Kenneth. (Eds.) (2005). Teaching Together, Learning Together. New York: Peter Lang Merrill, M.D., & Gilbert, C.G. (2008). Effective peer interaction in a problem-centered instructional strategy. Distance Education. 29, 199-207. Wilson, G.L. (2008). 20 ways to be an active co-teacher. Intervention in School and Clinic. 43, 240-243.
      Actions Person Responsible Timeline Resources Source of Funds
      Evaluate current in-school tutoring program, peer teaching programs and co-teaching practices. Research and develop effective tutoring and co-teaching strategies. Evaluation will be conducted through test result comparisons.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Parental Engagement
      Action Type: Program Evaluation
      Action Type: Special Education
      Debbie Craig/Bryan Smith/Wayne Clark/Chris Sweat Start: 07/01/2013
      End: 06/30/2014
      • Community Leaders
      • Outside Consultants
      • Teachers

      ACTION BUDGET:$
      Train teachers, through in-service and workshops, in successful peer teaching and co-teaching strategies. Title II-A funds will be used for professional development in the area of mathematics.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Cindy Lee Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Outside Consultants
      • Teachers

      ACTION BUDGET:$
      Implement peer teaching in every class when appropriate. Continue current school-wide in-school tutoring program for any student scoring below proficient on state Benchmark or EOC exams.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Special Education
      Jeffrey Steed/Cindy Lee Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Outside Consultants
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Evaluate impact of peer teaching, co-teaching, and in-school tutoring programs on student performance. Data will be disaggregated to identify strengths and weaknesses.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Program Evaluation
      Action Type: Special Education
      Cindy Lee/Jeffrey Steed Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Performance Assessments
      • Teachers

      ACTION BUDGET:$
      Total Budget:$0
      Priority 2: Literacy
      Supporting Data:
      1. COMPREHENSIVE NEEDS ASSESSMENT: Our district analyzed literacy test scores from the 2013 Augmented Benchmark for grades 7-8 and high school EOC exams for both the combined population and subgroup populations. Specific areas of strength and weakness were determined. Other factors studied included attendance, disciplinary, graduation rate, and formative assessment data across grade levels for the past three years. Using the data we will continue to update our instructional practices, curriculum and assessment and professional development to meet the needs of all students, and allocate federal/state categorical funds in support of these needs. Trend data for 2012-2013: (Percent of students Proficient or Advanced) All students: 63.89% (70.10% needed) TAGG: 61.05% (65.68% needed) African American subgroup: 51.50% (66.67% needed) Hispanic subgroup: 100.00% (61.54% needed) Caucasian subgroup: 66.15% (72.87% needed) Economically Disadvantaged subgroup: 61.70% (65.35% needed) English Language Learners subgroup: 100.00% (53.70% needed) Students with Disabilities subgroup: 0.00% (32.29% needed) Areas of needed improvement include literary and practical passages, content and style in writing, and open response.
      2. Trend Data for 2011-2012: In 2011-2012, 68.22% of Blevins High School students scored proficient or advanced while state standards required 67.11% of the students to be proficient or advanced; 2013 AMO for all students = 70.10%. TAGG subgroup 2013 AMO=65.68%; African American subgroup 2013 AMO=66.67%; Hispanic subgroup 2013 AMO=61.54%; Caucasian subgroup 2013 AMO=72.87%.
      3. Trend Data for 2010-2011: In 2010-2011, 64.1% of Blevins High School students scored proficient while state standards required 75.81% of the students to be proficient or advanced. 2011-2012 Annual Measurable Objectives for proficient or advanced: All students: 68.22% (67.11% needed) TAGG: 64.58% (62.25% needed) African American subgroup: 60.61% (63.33% needed) Hispanic subgroup: 70% (57.70% needed) Caucasian subgroup: 70.93% (70.15% needed)
      GoalTo improve literacy skills for all students with emphasis on open response, literary and practical reading passages, improving content and style in writing, and deep implementation of Common Core State Standards (continuation for grades 7-8, and new implementation for 9-12).
      BenchmarkIn 2012-2013, 63.89% of Blevins High School students scored proficient or advanced with state standards requiring 70.10% of students to be proficient or advanced. Blevins High School met ESEA AMOs for Literacy in all growth performance categories except African American subgroup and Students with Disabilities subgroup (Literacy Status: Achieving). BHS will strive to achieve 2014 status performance AMOs: All students=73.09% TAGG=69.12% African American subgroup=70.00% Hispanic subgroup=65.39% Caucasian subgroup=75.58% Economically Disadvantaged subgroup=68.82% English Language Learners subgroup=58.33% Students with Disabilities subgroup=39.06%
      Intervention: Test taking styles & strategies; ACTAAP, Benchmark Released Data. The evaluation of the implementation of these new strategies will be evaluated through formative assessment scores and increased Benchmark scores for a two year period.
      Scientific Based Research: Dessoff, A (2008).Diagnostic testing. District Administration. 44, 42-45. Fisher, D., Grant, M., Frey, N., & Johnson, C. (2008). Taking formative assessment schoolwide. Educational Leadership, 65, 64-68. Stecker, P.M., Lembke, E.S., & Foegen, A. (2008). Using progress-monitoring data to improve instructional decision making. Preventing School Failure. 52, 48-58.
      Actions Person Responsible Timeline Resources Source of Funds
      In conjunction with the Math priority, we will research different methods of assessments (open-ended response, writing to rubrics, balanced assessments) and released items.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Special Education
      Tarah Gentry/Richard Allen/Cyndi Moorman Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Outside Consultants
      • Performance Assessments
      • School Library
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Teachers will receive training on the different methods of assessment and will implement the methods into the classroom. PD and Title II-A funds will be used for professional development of teachers.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Cindy Lee Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Computers
      • Outside Consultants
      • Performance Assessments
      • Teachers

      ACTION BUDGET:$
      FORMATIVE ASSESSMENTS (developed by teachers and the literacy instructional facilitator) will be administered regularly throughout the year to see if students are retaining what has been taught and to guide reteaching. EVALUATION will be through analysis of test scores (Benchmark, EOC) and by checklists. Adaptation of learning and testing styles will be utilized in classrooms as needed.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Cindy Lee/Regina Huskey Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Central Office
      • Outside Consultants
      • Performance Assessments
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      NSLA funds, if available, will be used to purchase materials and supplies for student use in high school literacy classrooms.
      Action Type: Equity
      Regina Huskey Start: 07/01/2013
      End: 06/30/2014
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Total Budget:$0
      Intervention: Introduce and implement more TECHNOLOGY-BASED INSTRUCTION. Implementation will include training teachers in the use of technology in the classroom, developing software updates that include open reponse and higher level thinking strategies, and using a variety of computer software programs over a two year period. Intervention assessment will include the use of classroom observations by administrators/instructional coaches to gauge use of technology-based instruction and formative assessment student scores.
      Scientific Based Research: www.asbj.com/achievement/ci/ci10.html and www.principals.org/news/bltn_realkids0902.html Slavin, R.E., Cheung, A., Groff, C., & Lake, C. (2008). Effective reading programs for middle and high schools: A best evidence synthesis. Reading Research Quarterly, 43, 3, 290-322. www.bestevidence.org/word/mhs_read_Feb_2008_RRQ.pdf. Changing How and What Children Learn in School with Computer-Based Technologies Jeremy M. Roschelle, Roy D. Pea, Christopher M. Hoadley, Douglas N. Gordin, Barbara M. Means The Future of Children, Vol. 10, No. 2, Children and Computer Technology (Autumn - Winter, 2000), Teacher Adoption of Technology: A Perceptual Control Theory Perspective Journal article by Gary A. Cziko, Yong Zhao; Journal of Technology and Teacher Education, Vol. 9, 2001 The Journey Ahead: Thirteen Teachers Report How the Internet Influences Literacy and Literacy Instruction in Their K�12 Classrooms Rachel A. Karchmer : Reading Research Quarterly, 2001 Hanley, J.T., & Jackson, P (2006). Making it click: A California high school test drives and evaluates six new personal response systems. Technology & Learning. 26, 34-38. (2007).Click 'n' read phonics helps special needs children learn to read. Curriculum Review. 47, 4. Keeler, A. (2006).Classroom performance system (cps). Media & Methods. 42, 35. (2005).On the cutting edge. Media & Methods. 42, 21-22. Terreri, A, & Simons, T (2005). What are they thinking?. Presentations. 19, 36-39.
      Actions Person Responsible Timeline Resources Source of Funds
      Train teachers and staff in the effective use of Smartboards, Ipads, and other technology-based instruction tools.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Action Type: Technology Inclusion
      Jeffrey Steed/Cindy Heagwood Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Community Leaders
      • Computers
      • Performance Assessments
      • School Library
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Research and develop effective software that may include open-response and higher order thinking skills. Research available activities which involve family, community, and technology. Research textbooks that include technology-based instruction as an integral part of the content.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Special Education
      Action Type: Technology Inclusion
      Cindy Heagwood Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Community Leaders
      • Computers
      • Outside Consultants
      • Performance Assessments
      • Teachers

      ACTION BUDGET:$
      Teachers will incorporate into lesson plans power point presentations and other technology-based instruction, both included in text books and developed original presentations. Teachers will engage students in internet projects and implement real world activities in instruction.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Professional Development
      Action Type: Special Education
      Action Type: Technology Inclusion
      Cindy Heagwood/Regina Huskey Start: 07/01/2013
      End: 06/30/2014
      • Community Leaders
      • Computers
      • School Library
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Continue to use a variety of software programs available in the computer lab, on classroom computers, and/or on the internet. These programs include Plato and additional course offerings through the CIV/DL labs.
      Action Type: Equity
      Action Type: Program Evaluation
      Action Type: Special Education
      Action Type: Technology Inclusion
      Jeffrey Steed/Connie Kelton Start: 07/01/2013
      End: 06/30/2014
      • Performance Assessments
      • Teachers

      ACTION BUDGET:$
      Accelerated Reader will be included in grades 7-12. Teachers will be trained on how to use AR as a supplemental program in their daily lessons in accordance with the literacy curriculum and student needs assessment to improve vocabulary, making inferences, and fluency to increase scores on open response items. Students will be scored for improvement in reading through the use of the STAR Exam. Upgrades to the program will be evaluated annually by comparing test scores and reading understanding levels.
      Action Type: Collaboration
      Action Type: Professional Development
      Action Type: Special Education
      Action Type: Technology Inclusion
      Regina Huskey/Cindy Lee Start: 07/01/2013
      End: 06/30/2014
      • Teachers

      ACTION BUDGET:$
      Action 4: Title VI Federal materials/supplies funds will be used to purchase a cart of twenty-two refurbished laptops ($3000) for use in classrooms to increase achievement and enhance project based learning, individualized assignments and various assessments throughout all grade levels. Evidence that teachers incorporate the use of technology will be gauged through classroom observations and student use of TECHNOLOGY.
      Action Type: Alignment
      Action Type: Technology Inclusion
      Cindy Heagwood Start: 07/01/2013
      End: 06/30/2014
      • Computers
      Title VI Federal - Materials & Supplies:$3000.00

      ACTION BUDGET:$3000
      Total Budget:$3000
      Intervention: COLLABORATION: Implementation and expansion of a school-wide assistance and co-teaching program. Implementation will include training and incorporation of peer and co-teaching strategies in classrooms. Assessment of intervention will include teacher surveys and classroom observations by administrators and instructional facilitators over a two year period.
      Scientific Based Research: Roth, Wolff-Michael and Tobin, Kenneth. (Eds.) (2005). Teaching Together, Learning Together. New York: Peter Lang Merrill, M.D., & Gilbert, C.G. (2008). Effective peer interaction in a problem-centered instructional strategy. Distance Education. 29, 199-207. Wilson, G.L. (2008). 20 ways to be an active co-teacher. Intervention in School and Clinic. 43, 240-243.
      Actions Person Responsible Timeline Resources Source of Funds
      Evaluate current in-school tutoring program, peer- teaching programs and co-teaching practices. Research and develop effective tutoring and co-teaching strategies. Arkansas State Assessments and ACT scores will be utilized to evaluate this program.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Professional Development
      Action Type: Program Evaluation
      Action Type: Special Education
      Richard Allen/Bryan Smith/Philip Gentry Start: 07/01/2013
      End: 06/30/2014
      • Community Leaders
      • Outside Consultants
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Train teachers, through in-service and workshops, in successful peer teaching and co-teaching strategies. PD and Title II-A funds will be used for professional development in the areas of literacy and mathematics. Effectiveness will be evaluated through improved Benchmark and EOC scores. NSLA funds will be used for classroom teachers which exceed standards at the high school level, but not for class size reduction. These teachers will work with students to improve achievement in literacy/math skills based on our student needs assessment and higher level thinking and reasoning as they apply in the real world. Caleb Plyler (FTE=.09 $5899.08), Chris Sweat (FTE=.72 $38,685.78), Nancy Myrick (FTE=.10 $6071.58), Tarah Gentry (FTE=.12 $5352.03), Richard Allen (FTE=.21 $14295.44), Debbie Craig (FTE=.13 $6086.75), Scott Kelton (FTE=.10 $7271.06).
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Jeffrey Steed Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Outside Consultants
      • Teachers
      NSLA (State-281) - Employee Benefits:$16483.16
      NSLA (State-281) - Employee Salaries:$67678.59

      ACTION BUDGET:$84161.75
      Implement and/or continue peer teaching in every class when appropriate. POINT-IN-TIME REMEDIATION: Continue current school-wide in-school tutoring program for any student scoring below proficient on state Benchmark or EOC exams.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Special Education
      Jeffrey Steed Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Community Leaders
      • Outside Consultants
      • Performance Assessments
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Evaluate impact of peer teaching, co-teaching, and in-school tutoring programs on student performance. Data will be disaggregated to identify strengths and weaknesses.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Program Evaluation
      Action Type: Special Education
      Jeffrey Steed/ Cindy Lee Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • District Staff
      • Outside Consultants
      • Teachers

      ACTION BUDGET:$
      CLASS SIZE REDUCTION: Blevins School District will recruit, hire and maintain HIGHLY QUALIFIED TEACHERS. NSLA funds will be used for classroom teachers to decrease class sizes. Core class sizes have been reduced as a measure to provide increased, intensive 1:1 instruction between teachers and students; as a result, Blevins High School is an Achieving School. Richard Allen (FTE=.10 $7147.71, student teacher ratio 14:1 as opposed to 29:1), Jeremy Banister (FTE=.20 $11,875, student teacher ratio 15:1 as opposed to 30:1), Scott Kelton (FTE=.19 $14542.13, student teacher ratio 6:1 as opposed to 24:1), Debbie Craig (FTE=.25 $12173.50, student teacher ratio 13:1 as opposed to 27:1), Stan Moorman (FTE=.13 $6703.01, student teacher ratio 9:1 as opposed to 29:1).
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Special Education
      Jeffrey Steed Start: 07/01/2013
      End: 06/30/2014
      • Teachers
      NSLA (State-281) - Employee Benefits:$11161.76
      NSLA (State-281) - Employee Salaries:$41279.83

      ACTION BUDGET:$52441.59
      CLASS SIZE REDUCTION: The district will recruit, hire and maintain HIGHLY QUALIFIED TEACHERS. This will be above the state standards for teacher-pupil ratio. Title II-A funds will be used for classroom teachers to reduce class sizes. Core class sizes have been reduced as a measure to provide increased, intensive 1:1 instruction between teachers and students; as a result, Blevins High School is an Achieving School. Philip Gentry (FTE=.24 $11,426.59, student teacher ratio 12:1 as opposed to 29:1), Spencer Kizer (FTE=.12 $4740.37, student teacher ratio 15:1 as opposed to 30:1), Natalie Jones (FTE=.12 $5830.30, student teacher ratio 11:1 as opposed to 30:1), Jennifer Myrick (FTE=.12 $7266.06, student teacher ratio 10:1 as opposed to 22:1).
      Action Type: Collaboration
      Action Type: Equity
      Jeffrey Steed Start: 07/01/2013
      End: 06/30/2014
      • Teachers
      Title II-A - Employee Salaries:$22759.85
      Title II-A - Employee Benefits:$6503.47

      ACTION BUDGET:$29263.32
      Total Budget:$165866.66
      Intervention: Develop IEPs for identified Special Education students that include research based strategies for improving learning. Implementation will include teacher training on methods to meet student needs, hands-on activities, modified homework and testing, and other programs. Effectiveness will be evaluated through Special Education dismissals, increased test scores and grades.
      Scientific Based Research: Roth, Wolff-Michael and Tobin, Kenneth. (Eds.) (2005). Teaching Together, Learning Together. New York: Peter Lang Merrill, M.D., & Gilbert, C.G. (2008). Effective peer interaction in a problem-centered instructional strategy. Distance Education. 29, 199-207. Wilson, G.L. (2008). 20 ways to be an active co-teacher. Intervention in School and Clinic. 43, 240-243.
      Actions Person Responsible Timeline Resources Source of Funds
      In conjunction with Math priority, parents, students, teachers, and administrators will develop IEPs for identified students. Special education and regular classroom teachers will be trained on methods to meet student needs. Interventions will include hands-on activities, modified homework, modified testing, and other programs which may be found through research. Effectiveness of IEPs will be evaluated through special education dismissals, increased test scores, and grades.
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Parental Engagement
      Action Type: Professional Development
      Action Type: Program Evaluation
      Action Type: Special Education
      Leslie Taylor/Angela Winfield/Bryan Smith Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Community Leaders
      • Performance Assessments
      • Teachers

      ACTION BUDGET:$
      Total Budget:$0
      Priority 3: Wellness
      Supporting Data:
      1. The 2012-2013 BMI results showed 40.8% of males in Blevins High School are in the overweight/obese classification; 59.2% are in the healthy/underweight classification. Females: 32.4% are in the overweight/obese classification, 67.6% healthy/underweight classification.
      2. The 2011-2012 BMI results showed 28.3% of males in Blevins High School are in the obese classification; 50% are in the healthy/underweight classification; 21.7% are in the overweight classification. Females: 27.1% obese classification, 47.9% healthy/underweight classification, 25% overweight classification.
      3. According to the 2010-2011 BMI results in Blevins High School, 61.8% of males were Healthy/Underweight, 38.2% of males were classified as Overweight/Obese. 42.3% of females were Healthy/Underweight, 57.7% of females were classified as Overweight/Obese.
      4. According to the 2009-2010 BMI results in Blevins High School, 73 students were tested with 2.74% being Underweight, 64.38% being Healthy weight, 13.70% being Overweight, and 19.18% being Obese.
      GoalImprove the school nutrition environment, promote school health, and reduce childhood obesity.
      BenchmarkStudents will meet or exceed standards for health and wellness.
      Intervention: Improve BMI of students through nutrition education, physical activity, and professional development over the next two years. EVALUATION: Assessment of program will be gauged using BMI test results and professional development surveys. http://www.asu.edu/educ/epsl/CERU/Articles/CERU-0308-159-OWI.doc;In Arkansas, Schools Plan to Score Children�s Weights; Wall Street Journal, New York, NY; August 20, 2003; by Betsy McKay
      Scientific Based Research: http://www.healthinschools.org/ejournal/2006/may2.htm; The Arkansas Story�Requiring BMIs for All Students; Health and Health Care in Schools; May 2006 http://www.healthinschools.org/focus/2006/no1.htm; Body Mass Index for Children; The Center for Health and Health Care in Schools; May 3, 2006 http://www.healthinschools.org/sh/obesityfacts.asp; Childhood Obesity: What the Research Tells Us; The Center for Health and Health Care in Schools; March 2005
      Actions Person Responsible Timeline Resources Source of Funds
      Implement a grade-appropriate nutrition education program.
      Action Type: Alignment
      Action Type: Collaboration
      Action Type: Wellness
      Nina Thompson/Jeffrey Steed/Georgia Estes Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Teachers

      ACTION BUDGET:$
      Improve and increase training of physical education teachers.
      Action Type: Professional Development
      Action Type: Wellness
      Jeffrey Steed/Scott Kelton Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Follow the Arkansas Physical Education and Health Education Frameworks.
      Action Type: Alignment
      Action Type: Wellness
      Jeremy Banister / Scott Kelton Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Teachers
      • Teaching Aids

      ACTION BUDGET:$
      Enforce existing physical education requirements and engage students in healthy levels of vigorous physical activity.
      Action Type: Wellness
      Jeremy Banister/Scott Kelton Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Teachers

      ACTION BUDGET:$
      Establish no more than nine (9) events which permit exceptions to the food and beverage limitations (such limitations are established in another action).
      Action Type: Collaboration
      Action Type: Equity
      Action Type: Professional Development
      Action Type: Wellness
      Georgia Estes /Angela Smith Start: 07/01/2013
      End: 06/30/2014
      • Administrative Staff
      • Teachers

      ACTION BUDGET:$
      NSLA funds will be used to hire a school nurse: Nina Thompson (FTE=.60, $26,110.52).
      Billy Lee Start: 07/01/2013
      End: 06/30/2014
        NSLA (State-281) - Employee Salaries:$21227.00
        NSLA (State-281) - Employee Benefits:$4883.52

        ACTION BUDGET:$26110.52
        Distribute "Tobacco Cessation" program information for use in the high school.
        Action Type: Wellness
        Claudette Harris Start: 07/01/2013
        End: 06/30/2014

          ACTION BUDGET:$
          Encourage participation in extracurricular programs that support physical activity.
          Action Type: Wellness
          Claudette Harris Start: 07/01/2013
          End: 06/30/2014

            ACTION BUDGET:$
            PROGRAM EVALUATION: The Wellness Committee will monitor the implementation and effectiveness of each action based upon a review of the School Health Index results and student surveys. Blevins Public Schools will include all the necessary shareholders in the creation and maintenance of the wellness priority.
            Action Type: Wellness
            Claudette Harris Start: 07/01/2013
            End: 06/30/2014

              ACTION BUDGET:$
              All fundraising projects for sale and consumption of food items within the school day will follow the district's nutritional standards when determining items being sold. Groups doing fundraisers outside the school day will be encouraged to consider non-food sales and/or items supportive of healthy eating when possible. There will be limited access to foods that are of minimal nutritional value during the school day.
              Action Type: Wellness
              Claudette Harris Start: 07/01/2013
              End: 06/30/2014

                ACTION BUDGET:$
                Total Budget:$26110.52
                Intervention: Blevins High School is a Coordinated School Health school. A CSH coordinator, Claudette Harris, will attend quarterly state training and share information with the Wellness Committee to promote an increase in the level of wellness among students and teachers. The high school will comply with state health standards.
                Scientific Based Research: http://www.cdc.gov/HealthyYouth/cshp; Centers for Disease Control and Prevention: "The Case for Coordinated School Health," February 27, 2013. http://www.arkansascsh.org; 2010 Arkansas Coordinated School Health Roadmap to Healthy Schools. National Asthma Education and Prevention Program; "Managing Asthma: A Guide for Schools," (revised 2013). U.S. Department of Health and Human Services, NIH Publication No. 02-2650.
                Actions Person Responsible Timeline Resources Source of Funds
                Nina Thompson, school nurse, will continue to update immunization files and contact parents to see that students get required immunizations.
                Action Type: Wellness
                Nina Thompson Start: 07/01/2013
                End: 06/30/2014

                  ACTION BUDGET:$
                  Vision, hearing and scoliosis screenings will continue to be conducted and those students needing additional testing will be identified. Parents will be informed of screening results.
                  Action Type: Parental Engagement
                  Action Type: Wellness
                  Nina Thompson Start: 07/01/2013
                  End: 06/30/2014

                    ACTION BUDGET:$
                    Provide professional development opportunities for school staff as needed (CPR/first aid, administering of asthma inhalers and epinephrine injections).
                    Action Type: Professional Development
                    Action Type: Wellness
                    Nina Thompson/Claudette Harris Start: 07/01/2013
                    End: 06/30/2014
                    • Administrative Staff
                    • Teachers

                    ACTION BUDGET:$
                    Total Budget:$0
                    Priority 4: Blevins High School will increase parental involvement.
                    Supporting Data:
                    1. In 2012-2013, approximately 52% of parent attended open house and parent teacher conferences.
                    2. In 2011-2012, approximately 50% of parent attended open house and parent teacher conferences.
                    GoalBlevins High School will increase parental involvement throughout the school.
                    BenchmarkCurrently, Blevins High School provides several opportunities for parents to participate in addition to parent teacher conferences that include meetings, programs, extracurricular activities, open house, and seminars. During the 2013-2014 school year Blevins High School will increase parent attendance at events to 60%.
                    Intervention: Develop and Implement a PARENTAL INVOLVEMENT Plan; Act 703 of 2007. The parental involvement plan will be evaluated through parent surveys.
                    Scientific Based Research: Engage Every Parent: Identifying Goals for Parent Engagement. Tellett-Royce/Wootten, January 2011; Back to School: How parent involvement affects Student Achievement (at a glance). 2012, The Center for Public Education.org.
                    Actions Person Responsible Timeline Resources Source of Funds
                    We will utilize the services of a career coach housed at UACCH. She will work with seniors on the FAFSA, college plans, scholarships, and increasing ACT scores. The coach will also work with 8th graders administering the Kuder test - a career planning tool.
                    Action Type: Equity
                    Action Type: Parental Engagement
                    Jeffrey Steed Start: 07/01/2013
                    End: 06/30/2014

                      ACTION BUDGET:$
                      The PARENTAL INVOLVEMENT COMMITTEE will continue to develop and implement a parental involvement plan. It will involve parents, teachers, alumni, and community members. Blevins High School will provide an opportunity for the formation of a PTA/PTO. Blevins High School has published in its STUDENT HANDBOOK the grievance procedure for parents.
                      Action Type: Equity
                      Action Type: Parental Engagement
                      Jeffrey Steed/Natalie Jones Start: 07/01/2013
                      End: 06/30/2014

                        ACTION BUDGET:$
                        All teachers and administrators will attend the hours of professional development on parental involvement as required by the Arkansas Department of Education professional development rotation schedule.
                        Action Type: Equity
                        Action Type: Parental Engagement
                        Action Type: Professional Development
                        Jeffrey Steed/Natalie Jones Start: 07/01/2013
                        End: 06/30/2014

                          ACTION BUDGET:$
                          We will have a designated parental facilitator. The Parent facilitator will conduct a needs assessment for the Blevins High school parent center. The plan evaluation will be conducted through surveys.
                          Action Type: Equity
                          Action Type: Parental Engagement
                          Jeffrey Steed Start: 07/01/2013
                          End: 06/30/2014

                            ACTION BUDGET:$
                            The Parent Center will distribute INFORMATIONAL PACKETS to parents in multiple languages as needed. Additional information will be available in the Parent Center. Information will be displayed during Open House, Parent-Teacher Conferences and other school events. Blevins High School will distribute a letter stating the school improvement status of the school within one week of receiving official improvement status notification.
                            Action Type: Equity
                            Action Type: Parental Engagement
                            Jeffrey Steed/Natalie Jones/Marilyn Manning Start: 07/01/2013
                            End: 06/30/2014

                              ACTION BUDGET:$
                              We will promote and encourage responsible parenting by updating a parent center, purchasing parental materials to stock the center, and recognizing parent attendance at school events.
                              Action Type: Equity
                              Action Type: Parental Engagement
                              Jeffrey Steed/Natalie Jones/Marilyn Manning Start: 07/01/2013
                              End: 06/30/2014

                                ACTION BUDGET:$
                                We will encourage parent participation in at least two parent/teacher conferences, open house, annual public meeting, club programs, school committees, and other extracurricular activities. Student volunteers such as student council members will have the opportunity to direct parents to classrooms as needed during events. The High School will host a seminar about course selection, career planning, and preparation for postsecondary opportunities. Teachers will be encouraged to develop a list serve for emailing parents regarding homework, special events, upcoming tests, etc.
                                Action Type: Equity
                                Action Type: Parental Engagement
                                Jeffrey Steed/Natalie Jones Start: 07/01/2013
                                End: 06/30/2014

                                  ACTION BUDGET:$
                                  Total Budget:$0

                                • Planning Team

                                  Classification Name Position Committee
                                  Classroom Teacher Bryan Smith Member Parental Involvement
                                  Classroom Teacher Caleb Plyler Member Parental Involvement
                                  Classroom Teacher Chris Sweat Member Parental Involvement
                                  Classroom Teacher Claudette Harris Chair Wellness
                                  Classroom Teacher Cyndi Moorman Member Literacy
                                  Classroom Teacher Debbie Craig Member Math
                                  Classroom Teacher Georgia Estes Member Wellness
                                  Classroom Teacher Jennifer Myrick Chair Math
                                  Classroom Teacher Jeremy Banister Member Parental Involvement
                                  Classroom Teacher Kim Cox Member Parental Involvement
                                  Classroom Teacher Leslie Taylor Member Wellness
                                  Classroom Teacher Nancy Myrick Member Federal Programs
                                  Classroom Teacher Nancy Myrick Member Wellness
                                  Classroom Teacher Nancy Myrick Member Steering
                                  Classroom Teacher Natalie Jones Chair Parental Involvement
                                  Classroom Teacher Philip Gentry Member Parental Involvement
                                  Classroom Teacher Richard Allen Member Literacy
                                  Classroom Teacher Scott Kelton Member Wellness
                                  Classroom Teacher Spencer Kizer Member Wellness
                                  Classroom Teacher Stan Moorman Member Math
                                  Classroom Teacher Tarah Gentry Member Literacy
                                  Classroom Teacher Wayne Clark Member Wellness
                                  Community Representative Paul Noesser Member Federal Programs
                                  District-Level Professional Angela Winfield Member Special Education
                                  District-Level Professional Cindy Lee Member Literacy
                                  District-Level Professional Cindy Lee Member Special Education
                                  District-Level Professional Lisa Doss Member Federal Programs
                                  District-Level Professional Lisa Doss Member Math
                                  District-Level Professional Regina Huskey Chair Literacy
                                  Non-Classroom Professional Staff Angela Smith Member Federal Programs
                                  Non-Classroom Professional Staff Connie Kelton Member Parental Involvement
                                  Non-Classroom Professional Staff Marilyn Manning Member Parental Involvement
                                  Non-Classroom Professional Staff Whitney Ivy Member Literacy
                                  Parent Cheryl Allen Member Literacy
                                  Parent Rose Manning Member Steering
                                  Principal Jeffrey Steed Chair Steering
                                  Principal Jeffrey Steed Chair Federal Programs