Annual Reports to the Magnet Review Committee

Stipulation Magnet Principals ANNUAL REPORT to the MAGNET REVIEW COMMITTEE 2012-2013 CHERYL A. CARSON May 14, 2013 Stipulation Magnet Principals ANNUAL REPORT to the MAGNET REVIEW COMMITTEE 2012-2013 CHERYL A. CARSON May 14, 2013 1 BOOKER ARTS MAGNET School website: www.lrsd.org - link to Booker Arts Magnet School Principal's Name: Cheryl A. Carson E-Mail: cheryl.carson@lrsd.org Direct Phone Line: 44 7-3802 Asst. Principal's Name: Eloise Booth E-Mail: eloise.booth@lrsd.org Direct Phone Line: 44 7-3871 Area of responsibility: Student Discipline, School Facilities, Supervision of Non-Certified Personnel, Transportation School Secretary: Judy Wilson-Murray Direct Phone: 44 7-3803 Counselor: Direct Phone: Tamara Ringler 447-3833 PTA President: Anne Weaver E-Mail: anneweaver@sbc.global.net Phone: 501-247-8405 Marion Howse 447-3804 2 SCHOOL COMPOSITION Race/ Native African Hispanic/ Multi-ethnicity American Asian American Latino White Ethnic Number of 0-M 3-M 153-M 23-M 56-M 24-M children 0-F 2-F 159- F 21 - F 56-F 22-F Number 0-M 0-M 6-M 0-M 5-M 0-M of 0-F 0-F 31 - F 1 - F 31 -F 0-F staff 3 SCHOOL COMPOSITION cont. Grade Native Asian African Hispanic White Multi-Ethnic Total American American K 0-M 1-M 20-M 3-M 7-M 4-M 35-M 0-F 0-F 19-F 3-F 6-F 5-F 33-F 1 0-M 1-M 23-M 1-M 6-M 3-M 34-M 0-F 0-F 24-F 3-F 12- F 4-F 43-F 2 0-M 0-M 29-M 6-M 12-M 7-M 54-M 0-F 0-F 23-F 4-F 7-F 3-F 37-F 3 0-M 1-M 30-M 4-M 12-M 4-M 51-M 0-F 1-F 32-F 0-F 16- F 4-F 53-F 4 0-M 0-M 27-M 5-M 8-M 3-M 43-M 0-F 1-F 29-F 8-F 6-F 2-F 46-F 5 0-M 0-M 24-M 4-M 11- M 3-M 42-M 0-F 0-F 32-F 3-F 9-F 4-F 48-F 4 REQUESTS FOR BUDGET INCREASES Faculty/Staff: None Curriculum Related Materials: None Equipment/Facility: Bows for Stringed Instruments Other (please list): Instrument Repair 5 CURRENT ACSIP FOCUS Priority 1 : Literacy Goal 1: All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) Priority 2: Mathematics Goal 1. All students will improve in mathematics computation and problem solving, with additional attention to geometry and measurement, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in mathematics. (Strategic Plan) 6 CURRENT ACSIP FOCUS Priority 3: Wellness Goal : All students will increase healthy eating habits, practice good hygiene, and engage in fitness activities, as indicated by increases in the attendance rate and percentages of students having ratings of healthy on the BMI. Priority 4: Parental Involvement Goal: All parents/guardians will become engaged in parental involvement activities that will result in increases in student achievement. 7 SCHOOL STRUCTURAL CHANGES/IMPROVEMENTS 2012- 2013 Automatic Locking Mechanisms on Main Entry Door 2013- 2014 Additional Security Cameras Restroom Renovations 8 CURRICULUM/COURSE OFFERINGS Changes in 2012-13: None Proposed Changes for 2013-14: None 9 ESEA Accountability Literacy: Achieving Mathematics: Needs Improvement Subpopulation info: See Slides 11 - 23 10 BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpistMh orTeh a2n0 S tudents 100.0.- -----....-r-------,----- ...........~....,. ....
w-,!r-ihHr--~~-----rrl'I'~----, 80.0 71.1 65.5 60.0 40.0 20.0 0.0 - Combined African Hispanic Caucasian Econ. LEP IEP PopulatioAnm erican Disadv. PercePnrto ficient D 2009-10 37.9 12010-11 jo2011-12 J 11 BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpisthM orTeh a2n0 S tudents 100.0r-- ---.n.--r----- ............ --~+-e,t-A-------------............------, 80.0 71.1 65.5 60.0 I 40,0 20.0 0.0 Combined African Hispanic Caucasian Econ. LEP IEP PopulatioAnm erican Disadv. PercePnrto ficient I 2009-10 37.9 12010-11 1 2011-12 12 BenchmLairtekr ac3Yy :e aCr omparison SubgrouWpistMh orTeh a2n0 S tudents 100.0... ----..-,.-r------ .............-.- -M--&-&.+-A---------- 80.0 71.1 65.5 60.0 40.0 20.0 0.0 Combined African PopulatioAnm erican Hispanic Caucasian Econ. Disadv. PercePntr oficient 1--~~ 2009-10 37.9 12010-11 D2011-12 LEP IEP 13 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 Achievement Gap: Benchmark Literacy 3 Year Trends 84.9 ,----a1a2 --61.7 Caucasian African American 2009-10 2010-11 2011-12 Percent Proficient 14 Benchmark Literacy by Gender 100%> 78% 80%> 71 Ofo 60% Female 40% Male 20% 0% 2010-11 2011-12 Percent Proficient 15 BenchmaMrka th3: Y earC omparison SubgrouWpsit hM oreT han2 0S tudents 100.0 r-----------------1'1-f-tt-~-------------, 80.0 75.16.0 70.0 57.52.2 67.3 60.0 40.0 I 20.0 0.0 67.74 72.4'3.627 .8 Combined African Hispanic Caucasian EconD. isadv.L EP Population American PercenPtr oficient 61.5 27.6 IEP 7 D 2009-10 I 2010-11 ~2011-12 16 Achievement Gap: Benchmark Math 3 Year Trends 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 77 67. 0.0 ---...----..---------1 2009-10 2010-11 2011-12 Percent Proficient Caucasian African American 17 I 100%> 80% 60% 40% 20% 0% 84%> Benchmark Math by Gender 58.27% 76.43% ...--------. 64 .5 2 % 2010-11 2011-12 Percent Proficient Female Male 18 100 90 80 70 60 50 40 30 20 10 0 90 80 70 60 50 40 30 20 10 0 Booker 3rd Grade Math Caucasian Caucasian African male female American male African American Female Booker 3rd Grade Literacy Caucasian Caucasian male female African American male African American Female 2009-10 2010-11 2011-12 2009-10 2010-11 2011-12 19 120 100 80 60 40 20 0 Booker 4th Grade Math Caucasian Caucasian African male female American male African American Female 2009-10 2010-11 2011-12 Booker 4th Grade Literacy 120 100 80 60 40 20 0 Caucasian Caucasian African male female American male African American Female 2009-10 2010-11 2011-12 20 120 100 80 60 40 20 0 Booker 5th Grade Math Caucasian Caucasian African male female American male African American Female 2009-10 2010-11 2011-12 Booker 5th Grade Literacy 120 100 80 60 40 20 0 Caucasian Caucasian African male female American male African American Female 2009-10 2010-11 2011-12 21 African American White Difference Booker Arts Magnet School A Comparison of the Percent of African American and Caucasian Students Scoring Proficient or Advanced on Augmented Benchmark Exam 2009-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12 Literacy 2006-07 2007-08 2008-09 2009-10 2010-11 33.3% 38.5% 52.1% 58.6% 67.7% 67.2% 72.0% 77.9% 78.6% 84.4% 33.9% 33.5% 25.8% 20.0% 16.7% 2011-12 78.1% 84.8% 6.7% 22 African American White Difference Booker Arts Magnet School A Comparison of the Percent of African American and Caucasian Students Scoring Proficient or Advanced on Augmented Benchmark Exam 2009-07, 2007-08, 2008-09, 2009-10, 2010-11, 2011-12 Mathematics 2006-07 2007-08 2008-09 2009-10 2010-11 42.3% 50.9% 61.7% 67.5% 72.2% 73.1% 78.8% 86.0% 87.8% 84.4% 30.8% 27.9% 24.3% 20.3/o 12.2% 2011-12 67.2% 77.2% 10.0% 23 Booker Arts Magnet Percentage of Students Scoring AUAbove 50th Percentile by Subgroup on Norm Referenced Tests - First Grade 2008-09 2009-10 2010-11 2011-12 Reading Math Reading Math Reading Math Reading Math Combined 35% 34/o 29% 41% 37% 46% 55% 37% African 30%) American 26% 19% 35% 30% 37% 52% 30% Hispanic 17% 0% 0% 50% 33% 50% 58% 50% Caucasian 50% 57% 61% 54% 49% 58% 56% 44% Econ Dis 28% 28% 22% 37% 28% 38% 53% 32% LEP 0% 0% 0% 33% 38% 50% 60% 50% Students 38% 38% 0% with 29% 0% 9% 29% 21% Disabilities 24 Booker Arts Magnet Percentage of Students Scoring At/Above 50th Percentile by Subgroup on Norm Referenced Tests - Second Grade 2008-09 2009-10 2010-11 2011-12 Reading Math Reading Math Reading Math Reading Math Combined 31% 53/o 25% 41% 29% 42% 52% 53% African 22% 43% 12% 34% 19% 36% 44% 34% American Hispanic 15% 62% 14% 43% 50% 90% 67% 67% Caucasian 48% 62% 52% 55% 65% 35% 55% 71% Econ Dis 22% 45% 22% 42% 29% 38% 45% 47% LEP 18% 64% 18% 43% 63% 88% 83% 88% Students 11% 22% 11% 33% 13% 25% 0% 0% with Disabilities 25 Strategic Planning Goal Goal: All Students will be proficient in Literacy by end of 3rd Grade. Result: More of Booker's 3rd grade students scored proficient or above on last year's Benchmark Literacy Exam than in the previous year. In 2012 70.24% of Booker's 3rd grade students scored proficient or above on the 3rd grade Benchmark Exam. In 2011 68.13% of Booker's 3rd grade students scored proficient or above on the 3rd grade Benchmark Exam. 26 LRSD's Strategic Plan Achievement Goals for Literacy (Chart 1) Increase the percent proficient and advanced in literacy by 5 percentile points a year for each grade level (grades 3-5) Reduce the achievement gap for proficient and advanced by increasing the percent of African-American students scoring proficient and advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 27 Chart 1 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 100/o +80% 80% +20% 70% +45% Males H/L 86% -14% 100% 100% Females AA 59% +2% 76% +36% 59% -3% Males AA 80% -2% 97% +9% 97% +10% Females White 80% +10% 82% +1% 90% -3% Males White 43% -26% 72% -23% 100% +8% Females 28 LRSD's Strategic Plan Achievement Goals for Mathematics (Chart 2) Increase the percent proficient and advanced in mathematics by 5 percentile points a year for each grade level (grades 3-5) Reduce the achievement gap for proficient and advanced by increasing the percent of African-American students scoring proficient and advanced in mathematics by 6 percentile points a year for each grade level (grades 3-5) 29 Chart 2 2011 - 2012 2011- 2012 2011 - 2012 Third Fourth Fifth H/L 100/o 60% -10% 40% +15/o Males H/L 86% -14% 67% -33% 100% Females AA 63% -11% 76% +36% 35% -37% Males AA 66% -12% 79% -9% 85% -2% Females White 90% +10 72% -1% 70% -23% Males White 72% -10% 75% -8% 77% -15% Females 30 LRSD's Strategic Plan Achievement Goals for Literacy (Chart 3) Increase the percent at the advanced level in literacy by 4 percentile points a year for each grade level (grades 3-5) Reduce the achievement gap at the advanced levels by increasing the AfricanAmerican percent advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 31 Chart 3 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 25% +5% 20% 30% +30% Males H/L 86% +36% 67/o +34% 67% +67/o Females AA 22% +13% 43% +34% 22% +14% Males AA 80% +42% 58% +30% 67% +32% Females White 30% -10% 64% +9% 50% Males White 43% +12% 42% +3% 47% +22% Females 32 LRSD's Strategic Plan Achievement Goals for Mathematics (Chart 4) Increase the percent at the advanced level in mathematics by 4 percentile points a year for each grade level (grades 3-5) Reduce the achievement gap at the advanced levels by increasing the AfricanAmerican percent advanced in literacy by 6 percentile points a year for each grade level (grades 3-5) 33 Chart 4 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth H/L 75% +55% 40% +20/o 30% +30% Males H/L 86% +36% 33% 0% -100% Females AA 30% +4% 19% +13% 15% -5% Males AA 43% -7% 27% -9% 22% -13% Females White 60% +10% 45% -28% 40% -39% Males White 29% -15% 33% -11% 24% -26% Females 34 LRSD's Strategic Plan Achievement Goals for Literacy {Chart 5) There will be no students at Below Basic or just Basic in Literacy and virtually all students perform at grade level in reading by the end of Grade 3. 33 Chart 5 2011 - 2012 2011 - 2012 2011 - 2012 Third Fourth Fifth Below Basic Basic Below Basic Basic Below Basic Basic H/L 25% 001o 0% 20% 0% 30% Males H/L 0% 14% 0% 0% 0% 0% Females AA 22% 22% 0% 24% 22% 19% Males AA 3% 17% 0% 3% 0% 4% Females White 10% 10% 9% 9% 0% 10% Males White 29% 29% 0% 8% 0% 0% Females 35 INTERVENTION OR SUPPORT SERVICES Reading Recovery -All Students Scoring Below Basic in Literacy After-School Tutoring -All Students Scoring Basic or Below Basic in Literacy and/or Math Invited Small Group Intervention -All Students Scoring Below Basic in Literacy who were not in AfterSchool Tutoring Rtl - All Students Scoring in the Lowest Percentiles on Standardized Assessment Summer School - All Students scoring "at risk" on DIBELS, have IRls, or Below Basic on Standardized Assessment Resource LEP Instructional Modifications and Testing Accommodations 504 Accommodations Speech OT, PT GT Individual and Small Group Counseling36 Living Hope Academic Improvement Plans and Intensive Reading Interventions Starfish Reading Initiative PIES (Positive Interventions for Educational Success) Plan-s- --------------' 36 RECRUITMENT Outstanding/New Recruitment Activities. Satisfied Parents Members of the Booker Arts Magnet Family 17 Students - Children of Alumni 18 Students - Children or Grandchildren of Staff 223 Students - Siblings Attend/Attended 258 Students with Booker Arts Magnet School Family Ties Three Teachers are Alumni 37 Booker Arts Magnet School Honors/Awards School/Staff/Student Recognitions Choir students performed at the Capitol Hotel on December 20, 2012. Drama students presented an excerpt from "Beatrice's Goat" at Artistry in the Rock on April 30, 2013. Creative Movement students participated in Jump Rope for Heart and Hoops for Heart. Math students participated in the Matheletes and Go Figure! mathematics competitions. Hejun Chen, fourth grade student, won eighth place in the Pulaski County Spelling Bee. Dante Watson, fourth grade student, won fourth place in the Little Rock School District Science Fair. Alta and Kaiya Griffith performed in "Madeline and the Gypsies" at the Arkansas Arts Center. Mayrean Johnson and Mary McMorran were honored for 40 and 38 years of service to the Little Rock School District., respectively. Gifted and Talented students participated in the Little Rocker's Marathon. Mary Lou Alley, Susan Blue, Tammy Higdon, and Patti Jackson received the President's Service Award for Volunteer Service to the Little Rock School District. 38 Participation at National/Regional/Local Conferences or lnservices Gail Hollamon and Emily Vaughn - Mickelson Exxon Mobil Teacher Academy for Math and Science Emily Vaughn served on the Arkansas Department of Education's Range-finding Committee for Third Grade Writing All-State Music Conference Arkansas Counseling Association Conference AGATE CGI Training NABSE Powerful Coaching 39 Booker Arts Magnet Composition - Withdrawals 2012-2013 Grade Native Asian African Hispanic/ White Multi-Ethnic Total American American Latino K 0 0 3 1 3 0 7 1 0 1 1 0 5 1 8 2 1 0 3 1 1 0 6 3 0 0 1 0 0 0 1 4 0 0 1 0 2 0 3 5 0 0 0 1 1 0 2 1 1 9 3 12 1 27 40 Booker Arts Magnet Explanation of Withdrawals Transferred to Moved out of Transferred to Moved out of Moved out of Another LRSD LRSD Private Charter State Country School School K 1 4 1 1 0 7 1 5 1 0 2 0 8 2 0 3 1 2 0 6 3 0 0 1 0 0 1 4 0 3 0 0 0 3 5 0 2 0 0 0 2 6 13 3 5 0 27 41 Native American K 0-M 0-F 1 0-M 0-F 2 0-M 0-F 3 0-M 0-F 4 0-M 0-F 5 0-M 0-F Total 0-M 0-F Booker Arts Magnet Discipline Report - In School Suspensions 2012-2013 Asian African Hispanic/ White American Latino 0-M 4-M 1-M 8-M 0- F 2-F 0-F 0-F 0-M 1-M 1-M 0-M 0-F 3-F 0-F 0-F 0-M 18-M 2-M 4-M 0-F 5-F 0-F 0-F 2-M 6-M 2-M 2-M 0-F 6-F 0-F 0-F 0-M 13-M 2-M 3-M 0-F 8-F 0-F 0-F 0-M 14-M 1-M 6-M 0-F 11 - F 0-F 1 - F 2-M 56-M 9-M 23-M 0- F 35-F 0-F 1-F Multi- Total Ethnic 0-M 13-M 2-F 4-F 1-M 3-M 0-F 3-F 1-M 25-M 0-F 5-F 0-M 12-M 0-F 6-F 2-M 20-M 0-F 8-F 0-M 21-M 1-F 13-F 4-M 94-M 3-F 39-F 42 Booker Arts Magnet Discipline Report - Out of School Suspensions 2012-2013 Native Asian African Hispanic/Lati White Multi-Ethnic Total American American no K 0-M 0-M 8-M 2-M 4-M 0-M 14-M 0-F 0-F 8-F 0-F 0-F 2-F 10-F 1 0-M 0-M 6-M 1-M 0-M 1-M 8-M 0-F 0-F 0-F 0-F 0-F 0-F 0-F 2 0-M 0-M 19-M 2-M 3-M 0-M 24-M 0-F 0-F 3-F 0-F 0-F 0-F 3-F 3 0-M 0-M 4-M 0-M 1-M 0-M 5-M 0-F 0-F 6-F 0-F 1-F 0-F 7-F 4 0-M 0-M 20-M 3-M 0-M 1-M 24-M 0-F 0-F 7-F 0-F 0-F 0-F 7-F 5 0-M 0-M 10-M 0-M 3-M 0-M 13-M 0-F 0-F 0-F 0-F 0-F 0-F 0-F Total 0-M 0-M 67-M 8-M 11-M 2-M 88-M 0-F 0-F 24-F 0-F 1-F 2-F 27-F 43 K 1 2 3 4 5 Total Booker Arts Magnet Discipline Report - Long Term Suspension - ALE 2012 -2013 Native Asian African Hispanic/ White Multi-Ethnic American American Latino 0 0 1 - F 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 - F 0 0 0 Total 1 - F 0 0 0 0 0 1 - F 44 Share the GOOD NEWS Big Brothers/Big Sisters Mentoring Program Living Hope, School-Based Mental Health Program Benchmark "Our Wheels are Turning" Challenge Parent Involvement Activities VIPS Reading Day Family Math and Literacy Night Family Movie Nights Dream Keepers Garage Sale Thanksgiving Food Baskets Drive Pajama Day Gift Drive Campus Beautification Day 37,781.75 VIPS Hours, average of 72.1 hours per student 45 STIPULATION MAGNET SCHOOLS ANNUAL REPORT FORM - 2013 SCHOOL: Booker Arts Magnet School PRINCIPAL'S NAME: Cheryl A. Carson: e-mail: cheryl.carson@,lrsd.org phone: 447-3802 OTHER ADMINISTRATORS (Asterisk if new): NAME: * Eloise Booth e-mail: eloise.booth@lrsd.org phone: 447-3871 SCHOOL SECRETARY: Judy Wilson-Murray phone: 447-3803 ............................................................................... CURRENTENROLLMENT: 519 LAST YEAR'S ENROLLMENT: 543 RACIAL COMPOSITION: 60%B 40%NB 1. PLEASE BE SPECIFIC AND LIST ANY REQUESTS FOR BUDGET INCREASES. 2 . Our musical instruments are in need ofrepair. We also need to replace bows for use with our stringed instruments. A cost estimate for these needs is $5,000.00. SHARE WITH US WHAT YOU HA VE FOCUSED ON IN YOUR ACSIP. The staff at Booker Arts Magnet School focused on improving the literacy and mathematics skills of all students. Interventions utilized to improve student achievement in literacy included Reading Recovery, ELLA, Effective Literacy, Literacy Lab, and differentiation of instruction. Differentiation of instruction, increasing mathematics vocabulary, and use of Cognitively Guided Instruction strategies were utilized to improve mathematics achievement. Many efforts have been made to provide differentiated instruction based on student's identified needs. Small group interventions in literacy and mathematics have been provided by classroom teachers, Reading Recovery teachers, instructional specialists, fine arts specialists, and our Literacy and Math teacher. Camp Jaguar, Booker Arts Magnet School's after-school tutoring program, provided twice weekly tutoring sessions on literacy, mathematics, and test-taking strategies to most of our second, third, fourth, and fifth grade students who scored basic or below basic on the Augmented Benchmark Exam or the Iowa Test of Basic Skills in 2011-2012 and tpeir siblings. A separate Activity Time following the Camp Jaguar sessions was provided to all interested students. The Activity Time course offerings were arts and crafts, basketball, cooking, and dance. These sessions provided by certified teachers and administrators began in September 2012 and ended in March 2013. Students who were unable to participate in Camp Jaguar were provided small group interventions to address their areas of need during the school day. In addition, interventions to promote wellness and increase student attendance were implemented. A partnership between Booker Arts Magnet School and the city of Little Rock resulted in the Love Your Schools initiative. Cooking Matters classes were provided to interested families 1 3. for six weeks in February and March 2013. ZUMBA classes were provided three afternoons weekly to our staff and interested parents . PROVIDE STRUCTURAL CHANGES/IMPROVEMENTS Automatic locking mechanisms on our main entry door were installed during the second semester of2012-2013. Additional security cameras will be installed, and student, staff, and Health Room restrooms will be renovated in the very near future. 4. REPORT ON CURRICULUM/COURSE OFFERINGS 5. There are no proposed changes in the curriculum offerings for the 2013-2014 school year, other than the incorporation of the Common Core Standards for third through fifth grades in our curriculum maps. DID YOUR SCHOOL MEET ESEA ACCOUNT ABILITY GOALS AND THE DISTRICT'S STRATEGIC PLANNING GOALS? Booker Arts Magnet School was designated as an Achieving School in Literacy with 80.37 percent of all students scoring proficient or advanced. 77.73 percent of the Targeted Achievement Gap Group scored proficient or advanced. All students, the Targeted Gap Group, and all subgroups of students made their growth goal in Literacy ranging from 66.67 percent of Students with Disabilities to 95 .24 percent of Hispanic students. A three year comparison of the percentage of students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam indicated steady growth for each subgroup of students with twenty or more students. The gap between the percentage of African American students and Caucasian students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam decreased by 10.0 percent to a gap of 6.7 percent. A comparison of the Augmented Benchmark Exam scores of male and female students indicated that 90.00 percent of female students scored proficient or advanced and 71.00 percent of male students scored proficient or advanced. The gap between the percentage of male and female students scoring proficient or advanced increased from 18.0 percent on the 2010-2011 Augmented Benchmark Exam to 19.0 percent on the 2011-2012 Augmented Benchmark Exam. Booker Arts Magnet School was designated as a Needs Improvement School in Mathematics with 70.00 percent of all students scoring proficient or advanced. 66.82 percent of the Targeted Achievement Gap Group scored proficient or advanced. No subgroup of students made their growth goal in Mathematics. A three year comparison of the percentage of students scoring proficient or advanced in Mathematics on the Augmented Benchmark Exam indicated a decline for each subgroup of students with twenty or more students. The gap between the percentage of African American students and Caucasian students scoring proficient or advanced in Mathematics on the Augmented Benchmark Exam decreased by 2.2 percent to a gap of l 0.0 percent. A comparison of the Augmented Benchmark Exam scores of male and female students indicated that 76.43 percent of female students scored proficient or advanced and 64.52 percent of male students scored proficient or advanced. The gap between the percentage of male and female students scoring proficient or advanced decreased by 13.82 percent from 25.73 percent to 11.91 percent. 2 6. The 2011-2012 Augmented Benchmark Exam scores met or exceeded the 2011- 2012 Strategic Plan goal for increasing the percentage of all students scoring proficient or advanced by five percentile points (six percentile points for African American students) in Literacy in third grade for Hispanic males and White males. Scores for fourth grade students met or exceeded the goal for Hispanic males, Hispanic females (already at 100%), African American males, and African American females. Scores for fifth grade students met or exceeded the goal for Hispanic males, African American females, and White females. The Strategic Plan goal for increasing the percentages of students scoring advanced by four percentile points (six percentile points for African American students) in Literacy in third grade met or exceeded the goal for Hispanic males, Hispanic females, African American males, African American females, and White females. Scores for fourth grade students met or exceeded the goal for Hispanic females, African American males, African American females, and White males. Scores for fifth grade students met or exceeded the goal for Hispanic males, Hispanic females, African American males, African American females, and White females. The Strategic Plan goal for eliminating all students scoring basic or below basic in Literacy on the Augmented Benchmark Exam was not met for any subgroup of students in third through fifth grades. The percentages of third grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hi~panic males-75%, Hispanic females-86%, African American males-56%, African American females-80%, White males-80%, and White females-42%. The percentages of fourth grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hispanic males-80%, Hispanic females-100%, African American males-76%, African American females-97%, White males-82%, and White females-92%. The percentages of fifth grade students scoring proficient or advanced in Literacy on the Augmented Benchmark Exam are as follows: Hispanic males-70%, Hispanic females-100%, African American males-59%, African American females-96%, White males-90%, and White females- I 00%. The 2011-2012 Augmented Benchmark Exam scores met or exceeded the 2011- 2012 Strategic Plan goals for increasing the percentage of all students scoring proficient or advanced by five percentile points (six percentile points for African American students) in Mathematics in third grade for White males. Scores for fourth grade students met or exceeded the goal for African American males. Scores for fifth grade students met or exceeded the goal for Hispanic males. The Strategic Plan goal for increasing the percentages of students scoring advanced by four percentile points (six percentile points for African American students in Mathematics) in third grade met or exceeded the goal for Hispanic males, Hispanic females, and White males. Scores for fourth grade students met or exceeded the goal for African American males. Scores for fifth grade students met or exceeded the goal for Hispanic males. PLEASE LIST ANY INTERVENTION OR SUPPORT SERVICES YOUR SCHOOL PROVIDED TO ENHANCE ACADEMICS, TEST-TAKING SKILLS, OR TO RAISE TEST SCORES. In addition to the interventions listed in the response to the second question, Response to Intervention targeted interventions were provided to students who were significantly below grade level and who were progress monitored by the School-Based Intervention Team. Resource, Speech Therapy, Occupational Therapy, and Physical 3 7. 8. Therapy services were provided to students with identified needs. Gifted and Talented instruction was provided to all kindergarten through second grade students and to identified second through fifth grade students. 504 accommodations were provided to identified students. Limited English Proficient students were also provided instructional modifications and testing accommodations when needed. Small group and individual counseling sessions were conducted for students identified by the School-Based Intervention Team, parent referral, teacher referral, and/or due to disciplinary sanctions. Living Hope also provided individual and family services to identified students and their families. Academic Improvement Plans and Intensive Reading Intervention Plans were created and implementing for each student scoring basic or below basic on standardized assessments. Volunteers for the Starfish Reading Initiative provide individual tutoring two days a week for identified kindergarten students. Summer School was also offered to all students scoring basic or below basic. PIES (Positive Interventions for Educational Success) plans were developed for students who repeatedly violated Category I and/or Category II rules. LIST OUTSTANDING OR NEW RECRUITMENT ACTIVITIES. Satisfied parents are the most effective recruitment tool. Parents who feel that they are viewed as partners in their child's education and who feel that their child is an important part of the school family assist in Booker Arts Magnet School's recruitment effort. As of May 7, 2013, the incoming kindergarten class for 2013- 2014 included twenty-one students whose parents or older siblings attended school at Booker Arts Magnet. Also, seventeen students assigned for the 2013-2014 school year have parents who are alumni. Eighteen students are the children or grandchildren of LRSD staff members. 223 of our students have siblings who currently attend or have attended Booker Arts Magnet School. A total of 258 students have family ties to Booker Arts Magnet School. This information indicates that Booker Arts Magnet School has satisfied parents who value their children's experiences at Booker and have re-enrolled them for the 2013-2014 school year. RECAP HONORS AND/OR AW ARDS WON Gail Hollamon and Emily Vaughn were chosen to participate in the Mickelson Exxon Mobile Teacher Academy for Math and Science to be held this summer. Mayrean Johnson and Mary McMorran were honored for 40 and 38 years of service to LRSD, respectively. Booker Arts Magnet School's choir students performed at the Capitol Hotel on December 20, 2012. Drama students presented an excerpt from "Beatrice's Goat" at Artistry in the Rock on April 30, 2013. Creative Movement students participated in Jump Rope for Heart and Hoops for Heart. Math students participated in the Matheletes and Go Figure! mathematics competitions. Hejun Chen, fourth grade student, won eighth place at the Pulaski County Spelling Bee. Gifted and talented students participated in the Little Rockers Marathon as part of a unit on wellness. Dante Watson, fourth grade student, won forth place at the LRSD Science Fair. 4 9. Alta and Kaiya Griffith performed in "Madeline and the Gypsies" at the Arkansas Arts Center. Mary Lou Alley, Susan Blue, Tammy Higdon, and Patti Jackson received the Presidential Award for their volunteer service to the Little Rock School District. RECAP PARTICIPATION AT NATIONAL, REGIONAL, OR LOCAL CONFERENCES OR INSERVICES. Staff members at Booker Arts Magnet School participated in research-based "best practices" training such as the All-State Music Conference, Arkansas Counseling Association Conference, AGATE, CGI training, NABSE, and Powerful Coaching. Emily Vaughn, third grade teacher, served on ADE's Range Finding Committee to set the ranges for the third grade writing assessments. 10. PROVIDE INFORMATION AS TO NUMBER OF STUDENTS WHO HAVE WITHDRAWN OR EXITED YOUR SCHOOL'S PROGRAM AND THE REASONS FOR DOING SO. 11. Twenty-seven students have withdrawn from Booker Arts Magnet School during the 2012-2013 school year. Nine students were African American, three students were Hispanic/Latino, twelve students were White, and three students were MultiEthnic. Seven students were in kindergarten, eight in first grade, six in second grade, one in third grade, three in fourth grade, and two in fifth grade. Seventeen of the students were males, and ten of the students were females. Twelve students moved out of the District. Six students transferred to other LRSD schools. Three students transferred to private or charter schools. Six students moved out of Arkansas. PROVIDE A DISCIPLINE REPORT WHICH INCLUDES IN-SCHOOL SUSPENSIONS, OUT OF SCHOOL SUSPENSIONS, AND LONG TERM SUSPENSIONS. A total of 133 in-school suspensions have been administered to Booker Arts Magnet School students during the 2012-2013 school year. In kindergarten, one inschool suspension was administered to a Hispanic male, four to African American males, two to African American females, eight to White males, and two to Multiethnic females. In first grade, one in-school suspension was administered to a Hispanic male, one to an African American male, three to African American females, and one to a Multi-ethnic male. In second grade, two in-school suspensions were administered to Hispanic males, eighteen were administered to African American males, five to African American females, four to White males, and one to a Multi-ethnic male. In third grade, two in-school suspensions were administered to Hispanic males, two to Asian males, six to African American males, six to African American females, and two to White males. In fourth grade, two in-school suspensions were administered to Hispanic males, thirteen to African American males, eight to African American females, three to White males, and two to Multiethnic males. In fifth grade, one in-school suspension was administered to a Hispanic male, fourteen to African American males, eleven to African American females, six to White males, one to a White female, and one to a Multi-ethnic female. 5 12 . A total of 115 out-of school suspensions have been administered to Booker Arts Magnet School students during the 2012-2013 school year. In kindergarten, two suspensions were administered to Hispanic males, eight to African American males, eight to African American females, four to White males, and two to Multiethnic females. In first grade, one suspension was administered to a Hispanic male, six to African American males, and one to a Multi-ethnic male. In second grade, two suspensions were administered to Hispanic males, nineteen to African American males, three to African American females, and three to White males. In third grade, four suspensions were administered to African American males, six to African American females, one to a White male, and one to a White female. In fourth grade, three suspensions were administered to Hispanic males, twenty to African American males, seven to African American females, and one to a Multi-ethnic male. In fifth grade, ten suspensions were administered to African American males and three to White males. One long-term suspension was administered to an African American female who physically assaulted several staff members. An examination of the offenses for which our students received the in-school suspensions, the out-of school suspensions, and the long term suspension indicated that the majority of these offenses were Disorderly Conduct, Fighting, Tardiness, Bullying, and Sexual Misconduct. PIES (Positive Interventions for Educational Success) plans have been developed for students having repeated violations of the same offenses in an effort to extinguish the students' inappropriate behaviors. SUPPLY ANY OTHER INFORMATION YOU WISH TO INCLUDE. Big Brothers, Big Sisters of Arkansas assisted Booker Arts Magnet School by providing mentors for twelve of our students with academic, behavioral, or self-esteem needs. This was the eighth year of partnership with Big Brothers, Big Sisters who provides our mentors through the UALR Law School, Philander Smith College, and Little Rock Fire Fighters. Several students also have mentors through Pfeifer Camp. Booker Arts Magnet School students and their families have benefitted from our partnership with Living Hope, a school-based mental health provider. Living Hope provides a full time case worker and part-time therapist for students and provides medication clinics once a month for families who need services. Living Hope also has a community-based program and a summer program for students. Living Hope currently serves Booker Arts Magnet School students and their families. The Benchmark "Our Wheels are Turning" Challenge, a motivational program to encourage students to exhibit good test-taking behaviors such as coming to school on time, working the entire testing period, and checking over their answers once they have completed their test if time permits, resulted in the principal riding a "hog" (Harley Davidson motorcycle), and the Literacy Ladies riding inside and on top of a "bug" (Volkswagen Beetle) on April 19, 2013. Parental involvement activities for the 2012-2013 school year included VIPS Reading Day, Family Math and Literacy ight, two Family Movie Nights, and the Dream Keepers Garage Sale. Parents also supported Booker Arts Magnet School's efforts by donating food items for our Thanksgiving Baskets and funds for the Pajama Day fundraiser to provide gifts for needy Booker Arts Magnet School 6 children for Christmas. Other parent involvement activities included Campus Beautification Day on April 20, 2013. Booker Arts Magnet School's staff, students, parents, and community partners contributed 37,781.75 volunteer hours from March 1, 2012 through February 28, 2013, averaging 72.1 hours per student. 7 2012 Arkansas School ESEA Accountability Report District: LITTLE ROCK SCHOOL DISTRICT Superintendent: MORRIS HOLMES School: BOOKER ARTS MAGNET ELEM. SCH. Principal: CHERYL CARSON LEA: 6001006 Grades: K-05 Address: 2016 BARBER ST. Enrollment: 551 LITTLE ROCK, AR 72206 Attendance Rate: 96.39% (3 QTR AVG) Phone: 501-447-3800 Poverty Rate: 77.50% Needs Improvement School Achieving School Percent Tested # Expected Literacy Literacy # Expected Math Math All Students 273 YES 273 YES Targeted Achievement Gap Group 223 YES 223 YES ESEA Subgroups # Expected Literacy Literacy # Expected Math Math African Americans 165 YES 165 YES Hispanic 32 YES 32 YES White 67 YES 67 YES Economically Disadvantaged 214 YES 214 YES English Learners 27 YES 27 YES Students with Disabilities 29 YES 29 YES Achieving School in Literacy # Attempted Percentage 2012 AMO # Applicable Percentage 2012 AMO 2012 Performance 2012 Growth All Students 270 80.37 73.46 183 90.16 85.42 Targeted Achievement Gap Group 220 77.73 70.21 147 89.12 84.27 Three Year Performance Three Year Growth All Students 811 73.46 537 86.22 85.42 Targeted Achievement Gap Group 627 70.21 414 85.51 84.27 ESEA Subgroups 2012 Perfonmance 2012 Growth African Americans 165 70.24 107 88.79 82.76 Hispanic 31 60.14 21 95.24 88.54 White 66 84.91 48 91.67 89.42 Economically Disadvantaged 211 78.67 70.40 138 89.86 83.66 English Learners 26 80.77 61.80 17 94.12 89.82 Students with Disabilities 29 37.93 22.08 21 66.67 57.70 Needs Improvement School in Math #Attempted Percentage 2012 AMO # Applicable Percentage 2012AMO 2012 Perfonmance 2012 Growth All Students 270 78.29 183 68.23 Targeted Achievement Gap Group 220 76.17 147 66.48 Thre Three Y ar rowth All Students 811 78.29 537 68.23 Targeted Achievement Gap Group 627 76.17 414 66.48 ESEA Subgroups 2012 Perfonmance African Americans 165 74.41 107 65.52 Hispanic 31 80.07 21 54.17 White 66 86.08 48 75.32 Economically Disadvantaged 211 75.65 138 66.61 English Learners 26 77.08 17 64.35 Students with Disabilities 29 45.00 21 50.64 Page 1/1 School Plan BOOKER ARTS MAGNET ELEM. SCH. 2016 BARBER ST., LITTLE ROCK, AR 72206 Arkansas Comprehensive School Improvement Plan 2012-2013 The staff of Joseph R. Booker Arts Magnet School believes and expects that every individual can and will learn. Our mission is to educate all students to higher levels of academic performance, while developing divergent thinking and creativity, promoting physical and emotional wellbeing, and fostering positive growth in social behaviors through integration of the curriculum and the fine and performing arts. In partnership with parents and the community, we accept the responsibility to teach all students with the goal of enabling them to achieve their ultimate educational potential and to equip them to meet the challenges of the Twenty-first century. Grade Span: K-5 Title I: Not Applicable School Improvement: MS Table of Contents Priority 1: Literacy Goal: All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) Priority 2: Mathematics Goal: All students will improve in mathematics computation and problem solving, with additional attention to geometry and measurement, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in mathematics. (Strategic Plan) 1 Priority 3: Wellness Goal: All students will increase healthy eating habits, practice good hygiene, and engage in fitness activities, as indicated by increases in the attendance rate and percentages of students having ratings of healthy on the BMI. Priority 4: Parental Involvement Goal: All parents/guardians will become engaged in parental involvement activities that will result in increases in student achievement. Priority 1: Supporting Data: Improve Student Achievement in Reading and Writing Literacy 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Literacy Exam 2010 Combined Population: 101 students were tested and 55% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content and Practical - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified areas were Content and Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Third Grade Literacy Exam 2011 Combined Population: 91 students were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content - multiple choice and Practical - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were summarizing major points in non-fiction text and recognizing and using variations of print. The lowest identified areas for the other subpopulations were not identified. Augmented Benchmark Exam - Third Grade Literacy Exam 2012 Combined Population: 86 students were tested and 70% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Practical-multiple choice and Practical-open response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were drawing inferences
generating questions and checking the text for answers
and reading the text for a variety of purposes. The lowest identified areas for Students with Disabilities were drawing 2 inferences
generating questions and checking the text for answers
and editing for usage. The lowest identified areas for the other subpopulations were not available. 2. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Fourth Grade Literacy Exam - 2010 Combined Population: 95 students were tested and 69% scored proficient or advanced. The analysis of the open response and multiple-choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Literary - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified area was Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Literacy Exam 2011 Combined Population: 102 students were tested and 70% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Content and Practical - multiple choice and Content and Practical - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were making connections from text to self and editing. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Literacy Exam 2012 Combined Population: 90 students were tested and 89% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages reveled that the lowest identified areas for Combined students were Practical - Multiple Choice and Practical - Open Response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were analyzing and comparing features of genres, spelling, and reading for the text for a variety of purposes. The lowest identified areas for Students with Disabilities were drawing inferences
generating questions and checking the text for answers
and summarizing-identifying important ideas and details. The lowest identified area for the other subpopulations were not available. 3. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Fifth Grade Literacy Exam 2010 Combined Population: 89 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified 3 areas for Combined students were Content - multiple choice and Practical - open response. The analysis of the open response questions in the five writing domains revealed that the lowest identified area was Style. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Literacy Exam 2011 Combined Population: 83 students were tested and 76% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages revealed that the lowest identified areas for Combined students were Literary and Content - multiple choice and Literary - open response. An analysis of the responses to the writing prompts indicated the lowest identified areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students and Students with Disabilities were using text features to locate information, editing, and identifying figurative language. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Literacy Exam 2012 Combined Population: 97 students were tested and 82% scored proficient or advanced. The analysis of the open response and multiple choice questions in the three types of reading passages reveled that the lowest identified areas for Combined students were Practical - multiple choice and Literary and Content - open response. An analysis of the responses to the writing prompts indicated the lowest areas were the Content and Style domains. The lowest identified areas for Limited English Proficient students were editing for mechanics, context clues, and summarizingmain ideas and supporting details. The lowest identified areas for Students with Disabilities were editing for mechanics, utilizing background knowledge for comprehension, and summarizing-main ideas and supporting details. The lowest identified areas for the other subpopulations were not available THREE YEAR SUMMARY: An examination of the Augmented Benchmark Literacy Exam results for third through fifth grade students for 2009- 2010, 2010-2011, and 2011-2012 indicated that Combined students had difficulty with the Practical - multiple choice and Practical - open response and Content and Style - writing domains. The lowest identified area for Limited English Proficient students was drawing inferences and supporting them with text evidence. The lowest identified area for Students with Disabilities was editing for usage. The lowest identified areas for the other subpopulations were not available for 2009-2010, 2010-2011, and 2011-2012. 4. Stanford 10 - Grade 5 Total Reading 2010 Combined Population: 89 students were tested and 60.7% scored at or above the 50th percentile. The lowest area for Combined students was Informational - Using Monitoring Strategies. The lowest areas for the subpopulations 4 were not available. Stanford 10 Grade 5 Comprehensive Language - 2010 2010: Combined Population: 89 students were tested and 43% scored at or above the 50th percentile. The lowest area for Combined students was Capitalization - Informative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Reading 2011 Combined Population: 83 students were tested and 35% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined Students was determining main idea. Limited English Proficient students had the most difficulty with vocabulary and drawing conclusions. Students with Disabilities had the most difficulty with determining main idea, drawing conclusions, and understanding stated information. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills Grade 5 Total Language 2011 Combined Population: 83 students were tested and 36% scored at or above the 50th percentile on the Total Language test. The lowest area for Combined students was usage and expression. The lowest areas for Limited English Proficient students were usage and expression - verbs and modifiers. The lowest areas for Students with Disabilities were capitalization, use of apostrophes, and usage and expression - modifier. Iowa Test of Basic Skills - Grade 5 Total Reading 2012 Combined Population: 97 students were tested and 36% scored at or above the 50th percentile on the Total Reading test.The lowest identified areas for Combined students were determining main ideas and drawing conclusions. The lowest identified areas for Limited English Proficient students were verbs, drawing conclusions, modifiers, and determining main ideas. The lowest identified areas for Students with Disabilities were understanding stated information, determining main idea, and drawing conclusions. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Language 2012 Combined Population: 97 students were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were appropriate usage and expression, capitalization of place names, and organization of ideas. The lowest identified areas for Limited English Proficient students were verbs, modifiers, vowels in spelling, and capitalizing place names and names of groups or organizations. The lowest identified areas for Students with Disabilities were suffixes in spelling, over capitalization, use of apostrophes, modifiers, and appropriate usage and expression. The lowest identified areas for other subpopulations were not available 5 5. Stanford 10 Grade 4 Total Reading 2010 Combined Population: 95 students were tested and 65.3% scored at or above the 50th percentile. The lowest area for Combined students was Functional - Explicit Supporting Details. The lowest areas for the subpopulations were not available. Stanford 10 Grade 4 Comprehensive Language 2010 Combined Population: 95 students were tested and 18% scored at or above the 50th percentile. The lowest area for Combined students was Content and Organization - Narrative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Reading 2011 Combined Population: 102 students were tested and 33% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined and Students with Disabilities was vocabulary - modifier. Limited English Proficient students had the most difficulty with vocabulary - verb. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Language 2011 Combined Population: 102 students were tested and 36% scored at or above the 50th percentile on the Total Language test. The lowest area for Combined students was capitalization of names and titles. Limited English Proficient students had the most difficulty with suffixes in spelling. Students with Disabilities had the most difficulty with usage of commas and spelling with consonants. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Reading 2012 Combined Population: 90 students were tested and 31 % scored at or above the 50th percentile on the Total reading test. The lowest identified areas for Combined students were modifiers, verbs, and understanding stated information. The lowest identified areas for Limited English Proficient students and Students with Disabilities were verbs, understanding stated information, modifiers, and determining main ideas. The lowest identified areas for other subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Language 2012 Combined Population: 90 students were tested and 44% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were capitalization of names/titles and 6 organizations/groups, and use of commas. The lowest identified areas for Limited English Proficient were spelling with suffixes and consonants, capitalization of name/title, and comma. The lowest identified areas of other subpopulations were not available. 6. Stanford 10 Grade 3 Total Reading 2010 Combined Population: 101 students were tested and 32.7% scored at or above the 50th percentile. The lowest area for Combined students was Functional - Extending Meaning. The lowest areas for the subpopulations were not available. Stanford 10 Grade 3 Comprehensive Language 2010: Combined Population: 95 students were tested and 17% scored at or above the 50th percentile. The lowest area for Combined students was Punctuation - Narrative. The lowest areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Reading 2011 Combined Population: 91 students were tested and 32% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students was vocabulary - modifier. Limited English Proficient Students had the most difficulty with vocabulary - modifier and nouns and drawing conclusion. Students with Disabilities had the most difficulty with inference and interpretation. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Language 2011 Combined Population: 91 students were tested and 20% scored at or above the 50th percentile on the Total Language Test. The lowest area for Combined students was spelling - consonants. Limited English Proficient Students had the most difficulty with use of apostrophes and commas. Students with Disabilities had the most difficulty with the use of verbs. The lowest areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Reading 2012 Combined Population: 86 students were tested and 40% of scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were modifiers and understanding stated information. The lowest identified areas for Limited English Proficient students were modifiers, nouns, drawing conclusions, and understanding stated information. The lowest identified areas for Students with Disabilities were inferring motives, understanding stated information, nouns, and modifiers. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 3 Total Language 2012 7 Combined Population: 86 students were tested and 24% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were spelling-consonants and capitalization-writing conventions. The lowest identified areas for Limited English Proficient students were use of apostrophes and commas, spelling-suffixes and consonants, and capitalization-place names and writing conventions. The lowest identified areas for Students with Disabilities were capitalization-place names and writing conventions, usage of verbs, and usage of apostrophes and ending punctuation. The lowest identified areas for other subpopulations were not available. 7. Iowa Test of Basic Skills - Grade 2 Total Reading 2011 Combined Population: 92 were tested and 29% scored at or above the 50th percentile on the Total Reading Test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Language 2011 Combined Population: 92 were tested and 20% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Reading 2012 Combined Population: 102 students were tested and 49% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were verbs, modifiers, and factual understanding. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 2 Total Language 2012 Combined Population: 102 students were tested and 33% scored at or above the 50th percentile on the Total Language test. The lowest identified area for Combined students was affixes. The lowest identified areas for the other subpopulations were not available. 8. Iowa Test of Basic Skills - Grade 1 Total Reading 2011 Combined Population: 99 students were tested and 37% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Grade 1 Total Language 2011 Combined Population: 99 students were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. 8 Iowa Test of Basic Skills - Grade 1 Total Reading 2012 Combined Population: 94 students were tested and 43% scored at or above the 50th percentile on the Total Reading test. The lowest identified areas for Combined students were factual understanding, inference and interpretation, and analysis and generalization. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 1 Total Language 2012 Combined Population: 94 students were tested and 43% scored at or above the 50th percentile on the Total Language test. The lowest identified areas for Combined students were usage of pronouns and commas. The lowest identified areas for the other subpopulations were not available. 9. Metropolitan 8 Kindergarten Sounds and Print 2010 Combined Population: 90 students were tested and 59% scored at or above the 50th percentile. The lowest areas for Combined students and for the subpopulations were not available. Iowa Test of Basic Skills - Kindergarten Total Reading 2011 Combined Population: 85 were tested and 62% scored at or above the 50th percentile on the Total Reading test. The lowest areas for Combined students and the subpopulations were not available. Iowa Test of Basic Skills - Kindergarten Total Language 2011 Combined Population: 85 were tested and 91 % scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available. Kindergarten students were not administered a norm-referenced test in 2011-2012. THREE YEAR SUMMARY An examination of the Stanford 10, Metropolitan 8, and Iowa Test of Basic Skills for kindergarten through fifth grade students for 2009-2010, 2010-2011, and 2011-2012 indicated that Combined students had the most difficulty with capitalization, main idea, and understanding the stated idea. In addition to the lowest areas identified for Combined Students, Limited English Proficient students had the most difficulty with punctuation - apostrophes, modifiers, and verbs. In addition to the lowest areas identified for Combined students, Students with Disabilities had the most difficulty with drawing conclusions and capitalization. The lowest identified areas for the other subpopulations were not available. 9 10. In 2009-2010, the percentage of Combined students reading on or above grade level as indicated by the guided reading text level was 60% in kindergarten, 78% in first grade, and 76% in second grade. The percentage of African American students reading on or above grade level was 49% in kindergarten, 76% in first grade, and 78% in second grade. The percentage of Hispanic students reading on or above grade level was 100% in kindergarten, 60% in first grade, and 57% in second grade. The percentage of Caucasian students reading on or above grade level was 71 % in kindergarten, 84% in first grade, and 77% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 48% in kindergarten, 75% in first grade, and 72% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 100% in kindergarten, 67% in first grade, and 43% in second grade. The percentage of Students with Disabilities reading on or above grade level was 45% in kindergarten, 22% in first grade, and 33% in second grade. In 2010-2011, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 70% in kindergarten, 79% in first grade, and 65% in second grade. The percentage of African American students reading on or above grade level was 62% in kindergarten, 80% in first grade, and 58% in second grade. The percentage of Hispanic students reading on or above grade level was 78% in kindergarten, 73% in first grade, and 70% in second grade. The percentage of Caucasian students reading on or above grade level was 67% in kindergarten, 83% in first grade, and 84% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 75% in first grade, and 62% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 78% in kindergarten, 86% in first grade, and 75% in second grade. The percentage of Students with Disabilities reading on or above grade level was 29% in kindergarten, 27% in first grade, and 50% in second grade. In 2011-2012, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 68% in kindergarten, 65% in first grade, and 70% in second grade. The percentage of African American students reading on or above grade level was 68% in kindergarten, 65% in first grade, and 63% in second grade. The percentage of Hispanic students reading on or above grade level was 43% in kindergarten, 75% in first grade, and 100% in second grade. The percentage of Caucasian students reading on or above grade level was 70% in kindergarten, 61 % in first grade, and 68% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 64% in first grade, and 65% in second grade. The percentage of Limited English Proficient students reading on or above grade levels is 43% in kindergarten, 80% in first grade, and 100% in seoond grade. The percentage of Students with Disabilities reading on or above grade level was 75% in kindergarten, 29% in first grade, and 27% in second grade. THREE YEAR SUMMARY An examination of the guided reading text levels for kindergarten, first and second grade students for 2009-2010, 2010-2011, and 2011-2012, indicated that the percentage of African American students reading on or above grade level did not differ with statistical significance from that of Combined students, with the exception of kindergarten students in 2009-2010 and second grade students in 2010-2011. The percentage of Caucasian students and Economically Disadvantaged students reading on or above grade level was comparable to all students with few exceptions. In some cases, their scores exceeded the scores of their peers. A smaller percentage of Students with Disabilities read on or above grade level than their peers in 2009-2010 and in first and second grades in 2011-2012. 10 11. An analysis of the fifth grade SOAR Literacy assessments for 2011-2012 indicated that 61 % (second quarter), 61 % (third quarter), and 49% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 58% (second quarter), 57% (third quarter), and 44% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 54% (second quarter), 62% (third quarter), and 38% (fourth quarter) scored proficient. An analysis of Caucasian students scores indicated that 72% (second quarter), 67% (third quarter) and 61 % (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the fourth grade SOAR Literacy assessments for 2011-2012 indicated that 55% (second quarter), 54% (third quarter), and 50% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 58% (second quarter), 49% (third quarter), and 51 % (fourth quarter) scored proficient. Data was not available on the scores of Hispanic students. An analysis of Caucasian students scores indicated that 59% (second quarter), 63% (third quarter) and 55% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the third grade SOAR Literacy assessments for 2011-2012 indicated that 39% (second quarter), 39% (third quarter), and 21 % (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 32% (second quarter), 30% (third quarter), and 16% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 64% (second quarter) and 45% (fourth quarter) scored proficient. Data was not available on the third quarter scores of Hispanic students. An analysis of Caucasian students scores indicated that 46% (second quarter), 75% (third quarter) and 33% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the second grade SOAR Literacy assessments for 2011-2012 indicated that 69% (second quarter), 68% (third quarter), and 57% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 57% (second quarter), 61 % (third quarter), and 47% (fourth quarter) scored proficient. Data was not available on the scores of Hispanic students. An analysis of Caucasian students scores indicated that 86% (second quarter), 79% (third quarter) and 68% (fourth quarter) scored proficient. Data for the other subpopulations was not available. An analysis of the first grade SOAR Literacy assessments for 2011-2012 indicated that 84% (second quarter), 66% (third quarter), and 82% (fourth quarter) of Combined students scored proficient. An analysis of African American students scores indicated that 85% (second quarter), 64% (third quarter), and 80% (fourth quarter) scored proficient. An analysis of Hispanic students scores indicated that 73% (second quarter), 58% (third quarter), and 75% (fourth quarter) scored proficient. An analysis of Caucasian students scores indicated that 85% (second quarter), 74% (third quarter) and 89% (fourth quarter) scored proficient. Data for the other subpopulations was not available. One-Year Summary 11 An analysis of the first through fifth grade SOAR Literacy assessments for the second - fourth quarters of 2011-2012 indicated no statistically significant differences between the scores of Combined, African American, Hispanic, and Caucasian students with the following exceptions: African American students in second grade during the second and fourth quarters (lower scores)
' Hispanic students in first grade during the second quarter (lower scores) and third during the second and fourth quarters (higher scores)
and Caucasian students in second grade during the second and third quarters, third grade during the third and fourth quarters, and fifth grade during the second and fourth quarters (higher scores). Data for the other subpopulations was not available. 12. In 2009-2010, Booker Arts Magnet School students had an attendance rate of 96.59%. The Third Quarter Average Daily Attendance was 547.35, and the Average Daily Membership was 566.64. In 2010-2011, Booker Arts Magnet School students had an attendance rate of 95.75%. The Third Quarter Average Daily Attendance was 529.99, and the Average Daily membership was 553.49. In 2011-2012, Booker Arts Magnet School students had an attendance rate of 96.40%. The Third Quarter Average Daily Attendance was 530.39, and the Average Daily Membership was 550.15. 13. Booker Arts Magnet School Needs Assessment Narrative The building level review of data included but was not limited to state mandated assessments (Augmented Benchmark Exam and !TBS)
Little Rock School District mandated assessments (SOAR)
grade level common formative assessments
perceptual surveys of professional development activities
classroom walkthrough data
and perceptual surveys from parents, students, and teachers
our analyses suggested areas of strengths (using graphic organizers, using context clues, making inferences, questioning the author's purpose, sentence formation, usage, and mechanics) and areas of need (recognizing expository text features that are sequential and/or comparative, sort relevant and irrelevant information based on the purpose of reading, connecting own background knowledge and personal experience to make inferences and to respond to new information in the text, Practical and Content open response items, and Content and Style writing domains) in our building. To assist us in realizing building level improvement goals, the building level instructional leaders will provide meaningful guidance with classroom walkthroughs, focus walks, and teacher conferencing and support for all staff by providing on-site, ongoing professional development and mentoring from principals and building level coaches who will support teachers' content area needs and in the development and use of effective methods for the delivery of literacy instruction. We will all be accountable for the implementation of the building's selected interventions (tiered activities, programs, and/or processes) that will ensure student and staff learning targets. The greatest areas of need across our Combined student population are reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains. Also, our various subpopulations have additional deficiencies. Our African American, Hispanic, Economically Disadvantaged, and Limited English Proficient students are weaker in Practical open response items and Content and Style writing domains. Finally, our Students with Disabilities and Caucasian students struggle with Content and Practical open response items and Content and Style writing domains. In the area of literacy, our Combined student population 12 scored lower (80.37% proficient or advanced) than similar groups within the state (84.0% proficient or advanced) and higher than the district (74.3% proficient or advanced). Our African American students, Limited English Proficient students, Hispanic students, and Economically Disadvantaged students scored higher than similar groups within the district and the state. Our Combined student population scored higher than the district but lower than the state. However, there is not a significant achievement gap between our African American (78.18% proficient or advanced) students as compared to their Caucasian peers (84.85% proficient or advanced). 77.7% of our Target Achievement Gap Group scored proficient or advanced. The Little Rock School District's Language Arts Core Curriculum is rigorous, standards-based, appropriately paced, regularly assessed and aligned to the Arkansas Curriculum Frameworks. Our student data along with our professional development surveys revealed the following areas of need within our combined population: reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains. These areas of need indicate that there are Core Literacy instructional weaknesses. We will address reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains by (a) aligning our professional development to support this area
(b) realigning human resources (literacy/instructional coaches) to support those individual teachers who are experiencing the most difficulty in delivering instruction in reading comprehension and written expression in the areas of Practical and Content open response and Content and Style writing domains as evidenced by student scores on common formative assessments, classroom walkthroughs and/or focus walks, (c) ensure targeted planning to make sure that the fidelity of Core Literacy instructional practices are in place
(d) having designated learning targets
(e) teachers will provide grade level instruction built on "best" instructional "practices" (i.e., differentiated instruction)
and (f) when students have difficulty reaching their designated learning targets based on progress monitoring, they will receive supplemental, tiered instructional interventions. 14. EVALUATIONS OF INTERVENTIONS READING RECOVERY Reading Recovery services have been provided to underachieving students at Booker Arts Magnet School for eleven years. Reading Recovery focuses on providing intensive intervention services to the lowest 20% of all first grade students, as identified by the Developmental Reading Assessment, Observation Survey, and Kindergarten Alternate Ranking sheets. Individualized instruction is provided to identified students for at least 30 minutes daily. The daily instruction and frequent assessments allow Reading Recovery teachers to provide instruction that is both diagnostic and prescriptive, targeting the students' specific weaknesses in word attack skills, comprehension, fluency, vocabulary, and writing. An examination of guided reading text levels from 2009-2010, 2010-2011, and 2011-2012 indicated that 42% of first grade through filth grade students receiving services from Reading Recovery teachers were proficient. In addition, students with weaknesses in reading comprehension and fluency received instruction from Reading Recovery teachers in a small group setting (three to five students) for at least 40 minutes each day. COMPREHENSIVE LITERACY PROGRAM A Comprehensive Literacy Program has been implemented at Booker Arts Magnet School for the past nine years. All kindergarten through filth grade literacy teachers, the Literacy Coach, Instructional Coach, Drama Specialists, 13 Goal Benchmark Reading Recovery Teachers, and administrators have demonstrated their commitment to the instructional practices learned in ELLA, Effective Literacy, and Literacy Lab as evidenced by their completion of the required professional development for ELLA, Effective Literacy, and/or Literacy Lab. An examination of Augmented Benchmark Exam scores and guided reading text levels from the 2009-2010, 2010-2011, and 2011-2012 school years demonstrated an increase in the number of students scoring proficient or advanced or meeting the grade level standard. When comparing Augmented Benchmark Exam scores of the same groups of students from the 2009-2010, 2010-2011, and 2011-2012 school years, Combined students and subpopulations (with the exception of Hispanic students with 100% and Students with Disabilities in 2010-2011) increased the percentage of students scoring proficient or advanced with increases ranging from 2.5% to 26.5%. DIFFERENTIATION OF INSTRUCTION The Differentiation of Instruction Intervention has been implemented at Booker Arts Magnet School for four years. Academic Improvement Plans, Intensive Reading Intervention, 504 Plans, and Individualized Education Plans were developed collaboratively with parents of identified students. Limited English Proficient students received instruction from teachers who participated in English-as-a-Second Language training. SOAR test data was disaggregated alter each assessment and utilized to plan re-teaching. The School-Based Intervention Team met seventeen days during 2009-2010, sixteen days during 2010-2011, and eighteen days during 2011-2012 to monitor the progress of students receiving Tier II and Tier III Interventions. Ninety-two Gilted and Talented students were served by two Gilted and Talented teachers in 2011-2012. Camp Jaguar (alter-school tutoring program) was provided to 122 students in 2009-2010, 98 students in 2010-2011, and 86 students in 2011-2012 scoring basic or below basic on the Literacy portion of the Augmented Benchmark Exam. 62% of third grade students, 100% of fourth grade students, and 69% of filth grade students in the after-school tutoring program scored proficient or advanced or made the necessary scale score growth to be counted as proficient during 2009-2010. 62% of third grade students, 70% of fourth grade students, and 69% of filth grade students scored proficient or advanced or made the necessary scale score growth to be counted as proficient during the 2010-2011 school year. 57% of third grade students, 90% of fourth grade students, and 67% of fifth grade students scored proficient or advanced or made the scale score growth necessary to be counted as proficient in 2011-2012. All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions. Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan) Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan) To increase the number of third, fourth, and filth grade students scoring "proficient" or "advanced" on the Augmented Benchmark Exam by the percentages listed to the following AMOs for each group by the end of the 2012-2013 school year: 14 Performance: All students to 75.88% TAGG students to 72.92% All African American students to 72. 94% All Hispanic students to 63. 77% All Caucasian students to 86.28% All Economically Disadvantaged students to 73.09% All Limited English Proficient students to 65.28% All Students with Disabilities to 29.17%. Growth: All students to 86. 74% TAGG students to 85.70% All African American students to 84.33% All Hispanic students to 89.58% All Caucasian students to 90.38% All Economically Disadvantaged students to 85.14 All Limited English Proficient students to 90. 74% All Students with Disabilities to 61.54%. The ESEA Accountability status for the Combined students and all subpopulations was Achieving. Intervention: READING RECOVERY - Tier II and Tier III Interventions PROGRAM EVALUATION: Effectiveness of Tier II and Tier III interventions will be determined by 15-20% of students having a composite score of 70% or greater on the quarterly SOAR assessment. Scientific Based Research: "Reading Recovery. (2008) Report of the What Works Clearing House : Institute of Education Sciences: US Department of Education. Glasswell, K. and M. Ford. (2010) "Teaching Flexibility with Leveled Texts: More Power for Your Reading Block." The Reading Teacher. Volume 64, Number 1: 59-60. "2011-2012 Reading Recovery Statistical Abstract for the U.S." Report of the International Data Evaluation Center. Ohio State University. Actions ,Person Responsible JTimeline rResources Source of Funds 15 Provide professional development for all Reading Cheryl Carson, Principal Start: District Staff General Recovery teachers such as Continuing Contact 08/14/2012 Outside Revenue: $500.00 sessions, the Literacy Conference, and Parental End: Consultants Involvement. 06/06/2013 ACTION BUDGET: $500 Action Type: Alignment Action Type: Professional Development Select and purchase materials for Reading Mary Lou Alley, Start: District Staff General Recovery teachers such as leveled books, Instructional Coach 08/01/2012 Teachers Revenue: $500.00 consumable materials, and LLI sets. End: 06/13/2013 ACTION BUDGET: $500 Action Type: Alignment Action Type: Collaboration Utilize Observation Survey and Kindergarten Cheryl Carson, Principal Start: District Staff alternate ranking sheets to identify first grade 08/15/2012 Outside ACTION students for Reading Recovery services. (Tier III) End: $ Consultants BUDGET: 06/05/2013 Performance Action Type: AIP/IRI Assessments Action Type: Equity Utilize ITBS and Augmented Benchmark Exam Cheryl Carson, Principal
Start: District Staff results to identify kindergarten, first, second, Ruth Keogh, Literacy and 05/15/2012 Outside ACTION third, fourth, and fifth grade students with Math Teacher End: $ Consultants BUDGET: reading deficits for Literacy Groups.(Tier II) 06/05/2013 Performance Assessments Action Type: AIP/IRI Action Type: Equity Collaborate with staff and parents to develop and Cheryl Carson, Principal
Start: Central Office implement AIPs, IRis, and 504 plans for students Mary McMorran, Resource 08/15/2012 District Staff ACTION working below grade level. Teacher
Tammy Higdon, End: $ Performance BUDGET: Reading Recovery Teacher
06/05/2013 Assessments Tamara Ringler, 504 Action Type: AIP/IRI Teachers Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Utilize appropriately leveled texts based on Tammy Higdon, Reading Start: School Library student !nterest !n Readino. Recoven.1 instruction Recoverv Teacher nRnnnn17 16 to develop vocabulary, to increase fluency, and to End: Teaching Aids ACTION maintain interest in reading.(Tier III) 06/30/2013 BUDGET: $ Action Type: AIP/IRI Action Type: Alignment Review Running Records daily to monitor the Tammy Higdon, Reading Start: District Staff progress of students receiving Reading Recovery Recovery Teacher 08/20/2012 Outside ACTION services. (Tier III) End: $ Consultants BUDGET: 06/05/2013 Performance Action Type: AIP/IRI Assessments Action Type: Program Evaluation Teaching Aids Monitor the text levels of students receiving Cheryl Carson, Principal Start: District Staff Reading Recovery and Literacy Group services on 08/20/2012 Performance ACTION an ongoing basis. End: $ Assessments BUDGET: 06/05/2013 Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Participate in monthly School-Based Intervention Tammy Higdon, Reading Start: District Staff Team meetings to assess students being progress Recovery Teacher
Cheryl 08/20/2012 Outside ACTION monitored or receiving Tier II or Tier III Carson, Principal End: $ Consultants BUDGET: instruction. 06/05/2013 Teachers Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Special Education Schedule and conduct conferences with parents of Tammy Higdon, Reading Start: Centra I Office students receiving Reading Recovery instruction Recovery Teacher 08/20/2012 District Staff ACTION concerning progress. (Tier III) End: $ Performance BUDGET: 06/05/2013 Assessments Action Type: AIP/IRI Teachers Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education 17 Send books home with students and encourage Tammy Higdon, Reading Start: School Library parents to read with their children each night. Recovery Teacher 08/20/2012 ACTION End: BUDGET: $ 06/06/2013 Action Type: Collaboration Action Type: Parental Engagement Compare pre- and post-test results of Slosson Cheryl Carson, Principal
Start: Performance Oral Reading Test scores and Observation Survey Tammy Higdon, Reading 01/31/2013 Assessments ACTION results of Reading Recovery students at the end Recovery Teacher End: $ Teachers BUDGET: of their 20-week program to assess the 06/06/2013 effectiveness of Reading Recovery instruction. Action Type: Collaboration Action Type: Program Evaluation Compare the pre- and post-HMH unit assessment Cheryl Carson, Principal Start: Performance results, Slosson Oral Reading Test scores, and 05/31/2013 Assessments ACTION reading text levels to assess the effectiveness of End: $ Teachers BUDGET: Literacy Group Instruction. (Tier III) 06/06/2013 Action Type: Collaboration Action Type: Program Evaluation Utilize literature in Literacy Group instruction to Tammy Higdon, Reading Start: School Library develop vocabulary, to increase fluency, and to Recovery Teacher 08/20/2012 Teaching Aids ACTION maintain interest in reading.(Tier II) End: BUDGET: $ 06/05/2013 Action Type: AIP/IRI Action Type: Alignment Write a school-based Reading Recovery report on Tammy Higdon, Reading Start: Outside the results of students served. Provide copies of Recovery Teacher 05/17/2013 Consultants ACTION the report to the principal and District Teacher End: $ Teachers BUDGET: Leader for dissemination at the district level and 06/06/2013 to assess the effectiveness of Reading Recovery and Literacy Group instruction. Action Type: Program Evaluation 18 Provide daily reading and writing instruction for identified students.(TIER III) Action Type: AIP/IRI Action Type: Equity Tammy Higdon, Reading Recovery Teacher Start: 08/20/2012 End: 06/05/2013 Teaching Aids ACTION BUDGET: $ Total Budget: $1000 Intervention: COMPREHENSIVE LITERACY PROGRAM - Tier I Intervention All students at Booker Arts Magnet School will have access to and be engaged with a rigorous standards-based Language Arts Core Curriculum that is appropriately paced and regularly assessed. Students will have designated learning targets and teachers will provide grade level instruction built on "best instructional practices". When students have difficulty reading their designated learning targets, the instructional staff at Booker Arts Magnet School will support them with supplemental, tiered instruction. PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment. Scientific Based Research: Wolk, S. (2010) "What Should Students Read?" Phi Delta Kappan, Volume 91, Number 7: 9-16. Bryk, A. (2010) "Organizing Schools for Improvement". Phi Delta Kappan, Volume 91, Number 7: 23-30. Cowan, D. (2009) "Creating a Community of Professional Learners: An Inside View". SEDL Letter, Volume 21, Number 1: 20-25. Flowers, N. and D. Carpenter. (2009) "You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools". Phi Delta Kappan, Volume 91, Number 2: 64-67. Fogarty, R. and B. Pete. (2010) "Professional Learning 101: A Syllabus of Seven Protocols." Phi Delta Kappan, Volume 91, Number 4: 32-34. Higgins, M, L. Young, J. Weiner, and S. Wlodarczyk. (2010) "Leading Teams of Leaders: What Helps Team Member Learning?" Phi Delta Kappan, Volume 91, Number 4: 41-45. Saphier, J. and L. West (2010). "How Coaches Can Maximize Student Learning". Phi Delta Kappan, Volume 91, Number 4: 46-50. Jacobson, D. (2010) "Coherent Instructional Improvement and PLCs: Is it Possible to Do Both?". Phi Delta Kappan, Volume 91, Number 6: 38-45. Actions Provide professional development for kindergartenfifth grade teachers such as ELLA, Effective Literacy, Person Responsible Timeline Resources Cheryl Carson, Principal Start: District Staff 08/14/2012 outsidP. 19 Source of Funds General Revenue: $0.00 Literacy Lab, Step Up to Writing, Daily Five, and End: Consultants Arkansas History (for those teaching the content). 06/06/2013 ACTION BUDGET: $0 Action Type: Alignment Action Type: Professional Development Provide professional development for the Literacy Cheryl Carson, Principal Start: Outside General Coach such as Coaches' LRSD Coaches Meetings, the 08/07/2012 Consultants Revenue: $500.00 Literacy Conference, Parental Involvement, and End: Professional Learning Communities. 06/13/2013 ACTION BUDGET: $500 Action Type: Collaboration Action Type: Professional Development Utilize literacy coach to assist teachers in Susan Blue, Literacy Start: Teaching Aids implementing instructional strategies learned in Coach 08/15/2012 ACTION BUDGET: $ ELLA, Effective Literacy, and Literacy Lab in End: classrooms. 06/06/2013 Action Type: Alignment Action Type: Collaboration Action Type: Professional Development Utilize consultants to model effective instructional Cheryl Carson, Principal Start: District Staff strategies learned in ELLA, Effective Literacy, and 08/15/2012 Outside ACTION BUDGET: $ Literacy Lab strategies for classroom teachers such End: Consultants as Sabrina Stout, Dr. Betsy Kaye, and Karen James. 06/06/2013 Action Type: Collaboration Action Type: Professional Development Purchase textbooks for participants in ELLA, Effective Lou Alley, Instructional Start: District Staff General Literacy, and Literacy Lab for training. Purchase Coach 07/01/2012 Revenue: $500.00 professional texts to support utilization of curriculum End: maps. 09/28/2012 ACTION BUDGET: $500 Action Type: Alignment Select and purchase leveled books and big books for Lou Alley, Instructional Start: District Staff General kindergarten and first grade teachers to utilize while Coach 07/01/2012 Teachers Revenue: $1000.00 imolementing strategies learned in ELLA and the End: 20 LRSD Literacy Curriculum Maps. 06/30/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase sets of novels for second-fifth Lou Alley, Instructional Start: District Staff General grade teachers to utilize while implementing Coach 07/01/2012 Teachers Revenue: $1000.00 strategies learned in Effective Literacy, Literacy Lab, End: and the LRSD Literacy Curriculum maps. 06/06/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase books for use in kindergarten Lou Alley, Instructional Start: Teachers General through fifth grade classroom libraries to implement Coach 07/01/2012 Revenue: $1000.00 strategies learned in ELLA, Effective Literacy and End: Literacy Lab and the LRSD curriculum maps. 06/06/2013 ACTION BUDGET: $1000 Action Type: Alignment Action Type: Collaboration Select and purchase fiction and nonfiction texts for Susan Blue, Literacy Start: Teaching Aids General student use in the Media Center and classroom Coach and Krystal 07/01/2012 Revenue: $1000.00 libraries focusing on nonfiction in the intermediate Henderson, Media End: grades. Specialist 06/06/2013 ACTION BUDGET: $1000 Action Type: Collaboration Action Type: Equity Administer HMH Comprehensive Screening Micaela Battles, Loretta Start: Performance Assessment or Emerging Literacy Survey to students Ellington, Courtney 08/15/2012 Assessments ACTION BUDGET: $ to identify instructional level for literacy. If Gasper, Jane Harkey, End: necessary, follow up with diagnostic assessments. Theresa Ibekwe, 10/05/2013 Shirley Marshall- Classroom Teachers Action Type: Alignment Provide a two hour uninterrupted literacy block for Cheryl Carson, Principal Start: District Staff kindergarten through fifth grade students to insure 08/20/2012 ACTION BUDGET: $ adequate time to implement the Comprehensive End: Literacy Program. 06/06/2013 21 I Action Type: Collaboration 1 Utilize HMH weekly assessments and runn~g- records !Ve~rlon Jeffrie~, Mi~aela Start: - ,to assess the decoding skills, fluency, !Battles, Loretta 1 08/20/2012 ,comprehension, and vocabulary acquisition of Ellington, Shirley End: 'kindergarten-second grade students as identified in IMarsha\1-Classroom 06/05/2013 'Curriculum Maps.. 1Teachers Action Type: Program Evaluation Collaborate with staff and parents to develop and implement Intensive Reading Interventions and Academic Improvement Plans to focus on the needs of students working below grade level. IAction Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Collaborate with staff and parents to develop and implement IEPs and 504 plans to focus on the needs 1of identified students. Action Type: Collaboration Action Type: Parental Engagement Action Type: Special Education Conduct monthly Literacy Team meetings with kindergarten-filth grade teachers to review curriculum maps, score common formative assessments, and disaggregate assessment data. Action Type: Alignment Action Type: Collaboration Schedule and conduct no less than two conferences with the parents of all students to discuss progress, including students with AIPs, IRis, IEPs, and 504 plans. Cheryl Carson, Principal and Ruth Keogh, Literacy and Math !Teacher I I IM-
ry Mc:Morran and
Shirley Marshall, Resource
Steve McGuire, Speech
Tamara Ringler, 504 Coordinator Susan Blue, Literacy Coach Mary McMorran, Vearlon Jeffries, Micaela Battles, Loretta ! Ellington, Courtney Gasper, Jane Harkey, Start: 08/20/2012 End: 06/05/2013 Start: 108/20/2012 End: 06/05/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/06/2013 Performance Assessments Community Leaders District Staff Community Leaders District Staff Teachers I ACTION BUDGET: $ I ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ I ------------- Darrell Havden ----------------~---------- J 22 Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Provide instruction utilizing instructional strategies learned in ELLA such as Read Aloud, Shared Reading, Guided Reading, Familiar Reading, Literacy Corners, Turn and Talk, and Classroom Libraries for all kindergarten and first grade students. Action Type: AIP/IRI Action Type: Equity Vearlon Jeffries, Kindergarten Teacher
Micaela Battle, First Grade Teacher Provide instruction utilizing instructional strategies Loretta Ellington, learned in Effective Literacy and Literacy Lab such as Courtney Gasper, Jane Word Sorts, Book Talks, Poetry, Writing Workshop, Harkey, Theresa Reading Workshop, Guided Reading, Daily Oral Ibekwe, Shirley Language Activities, Read Alouds, Turn and Talk, and Marshall-Classroom Classroom Libraries for all second through fifth grade Teachers students. Action Type: AIP/IRI Action Type: Equity Utilize STAR Assessment to identify first through filth grade students' independent reading levels to guide students in self-selecting texts for motivation and before and alter school reading. Action Type: Equity Action Type: Technology Inclusion Provide kindergarten through filth grade students with models of good readers such as Book Talks, VIPS Reading Day, and the Parent Resource Center. Action Type: Collaboration Action Type: Parental Engagement Krystal Henderson, Media Specialist Susan Blue, Literacy Coach and Krystal Henderson, Media Specialist Utilize strategies to encourage student self-selection Cheryl Carson, of books, such as Book Clubs, book talks during Principal
Krystal morn!no.a nnouncements.A .cce!eratedR eader. Henderson. Media_ 23 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: 06/05/2013 Start: 08/20/2012 End: 06/06/2013 Start: 08/20/2012 End: District Staff Teaching Aids District Staff Teaching Aids Performance Assessments Community Leaders District Staff School Library Teachers School Library ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ reading to students daily, VIPS Reading Day, Million Specialist 06/05/2013 Minutes, and Book Fairs. Action Type: Equity Action Type: Technology Inclusion Identify and implement strategies to increase Susan Blue, Literacy Start: District Staff vocabulary development across all curriculum areas. Coach and Lou Alley, 08/20/2012 ACTION BUDGET: $ Instructional Coach End: 06/05/2013 Action Type: Alignment Action Type: Equity Identify and implement strategies such as the use of Susan Blue, Literacy Start: District Staff an age appropriate checklist for test-taking Coach and Lou Alley, 08/20/2012 ACTION BUDGET: $ strategies to assist second through fifth grade Instructional Coach End: students in identifying the tasks in a selection, 06/05/2013 accessing given knowledge, and developing an accurate response to open response items and kindergarten and first grade students in listening skills and appropriate test taking strategies. Action Type: AIP/IRI Action Type: Alignment Provide students with sufficient practice with the Micaela Battles, Jane Start: Performance vocabulary and format of the criterion-referenced Harkey, Theresa 08/20/2012 Assessments ACTION BUDGET: $ and norm-referenced tests, such as utilizing the Ibekwe-Classroom End: Released Items and HMH materials. Teachers 06/05/2013 Action Type: AIP/IRI Action Type: Equity Provide SOAR assessments three times yearly Cheryl Carson, Principal Start: Performance (October, December, and February) to assess 10/17/2012 Assessments ACTION BUDGET: $ students' mastery of standards listed on the LRSD End: curriculum map. 02/28/2013 Action Type: Alignment Action Type: Program Evaluation Identify students with less than 70% mastery of Susan Blue, Literacy Start: Performance 24 standards as measured by SOAR assessments. Coach 10/19/2012 Assessments ACTION BUDGET: $ End: 03/05/2013 Action Type: AIP/IRI Action Type: Alignment Reteach students demonstrating less than 70% Vearlon Jeffries, Micaela Start: Performance mastery of standards on SOAR assessment. Battles, Loretta 10/23/2012 Assessments ACTION BUDGET: $ Ellington, Courtney End: Teaching Aids Gasper, Jane Harkey, 03/29/2013 Action Type: AIP/IRI Theresa Ibekwe, Action Type: Alignment Shirley Marshall Action Type: Equity Integrate literacy instruction into the math, science, Vearlon Jeffries, Micaela Start: District Staff social studies, and fine arts areas to strengthen Battles, Loretta 08/20/2012 ACTION BUDGET: $ content knowledge. Ellington, Courtney End: Gasper, Jane Harkey, 06/05/2013 Theresa Ibekwe, Action Type: Alignment Shirley Marshall Action Type: Collaboration Utilizing the LRSD curriculum maps and Arkansas Krystal Henderson, Start: Teaching Aids Library Media Frameworks, provide library lessons to Media Specialist 08/20/2012 ACTION BUDGET: $ correlate with kindergarten through fi~h grade End: literacy instruction. 06/05/2013 Action Type: Alignment Action Type: Equity Utilize Edline and Progress Report cards to inform Cheryl Carson, Principal Start: Computers parents of their children's progress in literacy 08/20/2012 Performance ACTION BUDGET: $ weekly. End: Assessments 06/05/2013 Action Type: Parental Engagement Distribute Summer Reading Lists to all students. Lou Alley, Instructional Start: Teachers Coach 06/05/2013 ACTION BUDGET: $ End: Action Type: Parental Engagement 06/05/2013 Compare the guided reading text level results Cheryl Carson, Principal Start: Performance quarterly to assess the effectiveness of 06/07/2013 Assessments ACTION BUDGET: $ implementing a Comprehensive Literacy. ,End: 25 Action Type: Program Evaluation Analyze disaggregated !TBS test results for first grade through fifth grade students to identify the percentage of students scoring at or above the 50th percentile on the Reading Comprehension Subtest and to assess the effectiveness of implementing Comprehensive Literacy. Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Exam results for third through fifth grade students to determine the percentage of students scoring "proficient" or "advanced" and to assess the implementation of Comprehensive Literacy. Action Type: Program Evaluation Conduct classroom walk through observations, informal observations, and formal observations to assess the effectiveness of Comprehensive Literacy. Action Type: Program Evaluation Create Professional Learning Communities at each grade level to conduct weekly Common Planning Periods, focusing on reviewing curriculum maps and examining assessment data from teacher made tests. Action Type: Collaboration Total Budget: 06/14/2013 Cheryl Carson, Principal Start: 06/14/2013 End: 06/28/2013 Cheryl Carson, Principal Start: 06/14/2013 End: 06/28/2013 Cheryl Carson, Principal Start: 08/20/2012 End: 06/05/2013 Cheryl Carson, Principal Start: 08/15/2012 End: 06/30/2013 Intervention: DIFFERENTIATION OF INSTRUCTION - Tier II and Tier III Interventions Performance Assessments Performance Assessments Teachers ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ $5000 PROGRAM EVALUATION: Effectiveness of Tier I interventions will be determined by 80% of students having a composite score of 70% or greater on the quarterly SOAR assessment. 26 Scientific Based Research: Carbo, M. (2009) "Match the Style of Instruction to the Style of Reading". Phi Delta Kappan, Volume 90, Number 5: 373-378. Demski, J. (2009) "Assess. Instruct. Repeat." The Journal, Volume 36, Number 5: 30-36. Levin, H. (2008) "The Achievement Gap: Helping African American Males." Teacher Professional Development Sourcebook. Bethesda, MD: Editorial Projects in Education, Inc. Muoneke, A. and L. Shankland. (2009) "Using Tiered Intervention to Improve High School Performance". SEDL Letter, Volume 21, Number 1: 5-12. Murphy, J. (2009) "Closing Achievement Gaps: Lessons from the Last 15 Years". Phi Delta Kappan, Volume 91, Number 3: 8-12. Reichert, M. and R. Hawley (2010) "Reaching Boys: an International Study of Effective Teaching Practices." Phi Delta Kappan, Volume 91, Number 4: 35-40. Flowers, N. and D. Carpenter. (2009) "You Don't Have to Be a Statistician to Use Data: A Process for Data-Based Decision Making in Schools". Phi Delta Kappan, Volume 91, Number 2: 64-67. Harris, Bryan, Plucker, Jonathan A., Rapp, Kelly E., * Martinez, Rebecca S (2009). Identifying Gifted and Talented English Language learners: A Case Study. Journal for the Education of the Gilted, V 32, Number 3. Tomlinson, Carol, A. & Imbeau, Marcia B. (2010). a Differentiated Classroom. Association for Supervision and Curriculum Development. Actions Disaggregate Augmented Benchmark Exam, ITBS, and QELI data to identify kindergartenfifth grade students scoring "basic" or "below basic." Action Type: AIP/IRI Action Type: Collaboration Person Responsible Timeline Cheryl Carson, Principal Start: 08/20/2012 End: 09/14/2013 Utilize "Item by Item Selections of Correct Cheryl Carson, Principal Start: 08/20/2012 End: 09/14/2013 Answers" Report (Augmented Benchmark Exam and ITBS) to identify skills in which 75% or fewer of students answered correctly and inform sti:!ff i:!nd r:>i:!rentso f these ski!!s. 27 Resources Performance Assessments Teachers Performance Assessments Source of Funds ACTION BUDGET: ACTION BUDGET: $ $ J Action Type: Alignment Collaborate with staff and parents to develop Cheryl Carson, Principal !Start: Performance and implement Intensive Reading Interventions and Ruth Keogh, 08/20/2012 Assessments ACTION BUDGET: $ and Academic Improvement Plans to focus on Literacy and Math End: the needs of students working below grade Teacher 06/05/2013 level. Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Provide common planning periods for grade Cheryl Carson, Principal Start: District Staff level to develop strategies to address the needs 08/15/2012 Teachers ACTION BUDGET: $ of students with AIPs, IEPs, IRis, and 504 End: plans. 06/05/2013 Action Type: AIP/IRI Action Type: Collaboration Utilize instructional strategies to differentiate Vearlon Jeffries, Loretta Start: District Staff instruction for kindergarten through fifth grade Ellington, Jane Harkey, 08/20/2012 Teaching Aids ACTION BUDGET: $ students, such as learning contracts, reading Theresa Ibekwe, D. J. End: buddies, flexible grouping, curriculum Ramsey, Chris Henry, 06/05/2013 compacting, learning centers, small group Mariah Reescano targeted instruction, and independent study. (Tier II) Action Type: AIP/IRI Action Type: Equity Provide SOAR assessments three times yearly Cheryl Carson, Principal Start: Performance (October, December, and February) to assess 110/17/2012 Assessments ACTION BUDGET: $ students' mastery of standards listed on the End: LRSD curriculum map. 02/28/2012 Action Type: Alignment Action Type: Program Evaluation Identify students scoring less than 70% Susan Blue. Literacy Start: Performance 28 mastery of standards as measured by SOAR Coach 10/23/2012 Assessments ACTION BUDGET: $ assessments. End: 03/05/2013 Action Type: AIP/IRI Action Type: Alignment Reteach students demonstrating less than 70% Vearlon Jeffries, Micaela Start: Teaching Aids mastery of standards on SOAR assessment. Battles, Dixie Fair, 08/20/2012 ACTION BUDGET: $ Courtney Gasper, Jane End: Harkey, Theresa 06/05/2013 Action Type: AIP/IRI Ibekwe-Classroom Action Type: Alignment Teachers Action Type: Equity Schedule and conduct no less than two Vearlon Jeffries, Micaela Start: Community conferences with the parents of all students to Battles, Loretta 08/20/2012 Leaders ACTION BUDGET: $ discuss progress, including students with AIPs, Ellington, Courtney End: Performance IRis, IEPs, and 504 plans. Gasper, Jane Harkey, 06/05/2013 Assessments Theresa Ibekwe- Classroom Teachers Action Type: AIP/IRI Action Type: Collaboration Action Type: Parental Engagement Conduct after school tutoring sessions for Cheryl Carson, Principal
Start: Computers General students on "targeted" skills. (Tier II) Mary Lou Alley, 09/25/2012 Performance Revenue: $7500.00 Instructional Coach
D. End: Assessments J. Ramsey, Mariah 03/15/2013 NSLA Action Type: Alignment Reescano, and Chris Teachers (State-281) Teaching Aids - Employee $28725.00 Action Type: Technology Inclusion Henry, Fine Art Salaries: NSLA (State-281) $8775.00 - Employee Benefits: ACTION BUDGET: $45000 Provide instruction to support language Joni Thomas, Amy Start: District Staff acquisition for Limited English Proficient Hallum, Kim Lang, 108/20/2012 Performance ACTION BUDGET: $ students by implementing the ELP frameworks. Courtney Gasper, Lauren End: Assessments Malm, Jane Harkey, and 06/05/2013 Ruth Keoo.h-ESL Trairied 29 Action Type: AIP/IRI Teachers Action Type: Equity Provide instruction to enrich and extend Heather Theodore and Start: District Staff learning for gifted and talented students. Rachel Morris, Gifted 08/20/2012 Teachers ACTION BUDGET: $ and Talented Teachers End: 06/05/2013 Action Type: Alignment Action Type: Equity Provide instruction to address the needs Mary McMorran, Start: Performance identified in IEPs for Students with Disabilities. Resource
Steve 08/20/2012 Assessments ACTION BUDGET: $ (Tier III) McGuire, Speech
Gina End: Teachers Goad, OT
Shirley 06/05/2013 Marshall, Self-contained Action Type: Equity Teacher Action Type: Special Education Provide instruction for 504 students with Vearlon Jeffries, Micaela Start: District Staff accommodations outlined in 504 plans. Battles, Loretta 08/20/2012 Performance ACTION BUDGET: $ Ellington, Courtney End: Assessments Gasper, Jane Harkey, 06/30/2013 Action Type: Equity Theresa Ibekwe, Classroom Teachers Utilize Response to Intervention (Rt!) Tier I Vearlon Jeffries, Micaela Start: District Staff interventions to address the academic deficits Battles, Loretta 08/20/2012 Performance ACTION BUDGET: $ of all students and Tier II and Tier III Ellington, Courtney End: Assessments interventions to address the academic deficits Gasper, Jane Harkey, 06/05/2013 Teachers of "below basic" students who are not Theresa Ibekwe-demonstrating growth. Classroom Teachers Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Analyze disaggregated !TBS test results for first Cheryl Carson, Principal Start: Performance through fifth grade students to identify the 06/07/2013 Assessments ACTION BUDGET: $ percentage of students scoring at or above the End: 50th percentile on the Reading Comprehension 06/14/2013 subtest and assess the effectiveness of implementing the Differentiation of Instruction intervention. 30 Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Cheryl Carson, Principal Start: Performance Exam results for third through fifth grade 06/07/2013 Assessments ACTION BUDGET: $ students to determine the percentage of End: students (by subgroup) scoring "proficient" or 06/14/2013 "advanced" and assess the implementation of the Differentiation of Instruction intervention. Action Type: Program Evaluation Monitor assessed data for core classes of GT Heather Theodore and Start: Computers students using SOAR tests, ACTAAP exams, and Rachel Morris, Gifted 08/20/2012 District Staff ACTION BUDGET: $ quarterly grades. Hold parent conferences for and Talented Teachers End: Performance underachieving students. 06/05/2013 Assessments Teachers Action Type: Parental Engagement Accumulate quarterly evidence of differentiated Heather Theodore and Start: Computers learning in core class lesson plans for GT Rachel Morris, Gifted 08/20/2012 ACTION BUDGET: $ students. and Talented Teachers End: 06/05/2013 Action Type: Collaboration Conduct annual evaluation of GT students' Heather Theodore and Start: Computers progress based on teachers' recommendations Rachel Morris, Gifted 05/20/2013 District Staff ACTION BUDGET: $ and accumulated data. and Talented Teachers, End: Teachers and Laurie Altschul, GT 06/05/2013 District Coordinator Action Type: Program Evaluation Provide opportunities for enrichment for GT Heather Theodore and Start: Community students such as virtual field trips, field trips, Rachel Morris, Gifted 08/20/2012 Leaders ACTION BUDGET: $ and competitions. and Talented Teachers End: Computers 06/05/2013 District Staff Action Type: Equity Provide teachers with materials, equipment, Lou Alley, Instructional Start: District Staff General technology, and assessments needed in Coach
Tina Brown and 08/15/2012 Teachers Revenue: $520.00 teaching GT students (such as Time for Kids Merilyn Burruss, Math End: magazine). Coaches
Susan Blue, 06/05/2013 ACTION Literacy Coach BUDGET: $520 31 Action Type: Collaboration Provide activities for advanced students such as Quiz Bowl, Spelling Bee, Destination Imagination, and Mathletes to enrich and extend core curriculum instruction. Action Type: Alignment Action Type: Equity Assist gifted and talented students in tracking their own attendance, SOAR test data, and state-test data by maintaining a notebook or data wall. Action Type: Alignment Action Type: Equity Provide professional development to teachers trained to work with Limited English Proficient students. Action Type: Professional Development Provide professional development to gifted and talented teachers such as AGATE Cconference. Action Type: Professional Development Total Budget: Heather Theodore and Rachel Morris, Gifted and Talented Teachers Heather Theodore and Rachel, Gifted and Talented Teachers Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Cheryl Carson, Principal Start: 08/05/2012 End: 06/06/2013 Cheryl Carson, Principal Start: 08/15/2012 End: 06/06/2013 Priority 2: Improve Student Achievement in Mathematics 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Mathematics 2010 District Staff Teachers Performance Assessments Teachers District Staff ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ General Revenue: $500.00 ACTION BUDGET: $500 $46020 Supporting Data: Combined Population: 101 students were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas 32 for the subpopulations were not available. Augmented Benchmark Exam - Third Grade Mathematics 2011 Combined Population: 91 students were tested and 79% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Measurement and Geometry - multiple choice and Geometry and Data Analysis and Probability - open response for Combined students. The lowest identified area for Limited English Proficient students was Data Analysis and Probability. Students with Disabilities had the most difficulty with Geometry and Numbers and Operations. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Third Grade Mathematics 2012 Combined Population: 86 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement-multiple choice and Data Analysis and Probability and Numbers and Operations-open response. The lowest identified areas for Limited English Proficient students and Students with Disabilities were to identify change over time and finding all possible combinations of two or three sets of objects. The lowest identified areas for the othr subpopulations were not available. 2. Augmented Benchmark Exam - Fourth Grade Mathematics 2010 Combined Population: 95 students were tested and 77% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Data Analysis and Probability - multiple choice and geometry - open response. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fourth Grade Mathematics 2011 Combined Population: 102 students were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Geometry and Measurement - multiple choice and Geometry - open response for Combined students. The lowest identified are for Limited English Proficient and Students with Disabilities was Geometry - open response. The lowest identified areas for the other subpopulations were not available. Augumented Benchmark Exam - Fourth Grade Mathematics 2012 Combined Population: 90 students were tested and 75% scored proficient or advanced. The analysis of the open 33 response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement - multiple choice and Geometry and Measurement - open response. The lowest identified areas for Limited English Proficient students were using strategies for finding the perimeter of a rectangle and computing elapsed time. The lowest identified areas for Students with Disabilities were solving problems using addition, subtraction, multiplication, and division and computing elapsed time. The lowest identified areas for the other subpopulations were not available. 3. Augmented Benchmark Exam - Fifth Grade Mathematics 2010 Combined Population: 89 students were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and open response. The lowest identified areas for the subpopulations were not available. Augmented Benchmark Exam - Fifth Grade Mathematics 2011 Combined Population: 83 students were tested and 81 % scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas for Combined students were Algebra - multiple choice and Geometry and Measurement - open response for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were Algebra and Measurement - open response. The lowest identified areas for the other subpopulations were not available. Augmented Benchmark Exam - Fifth Grade 2012 Combined Population: 97 students were tested and 63% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands of Mathematics revealed that the lowest identified areas for Combined students were Measurement and Data Analysis and Probability - multiple choice and Geometry - open response. The lowest identified areas for Limited English Proficient students were two-step problem solving and determining the result of a transformation of a two-dimensional figure as a slide, slip, or turn and justifying the answer. The lowest identified areas for Students with Disabilities were interpreting line, double bar, and circle graphs and utilizing models to determine ratios and percents. The lowest identified areas for the other subpopulations were not available. THREE YEAR SUMMARY An examination of the Augmented Benchmark Mathematics Exam results for third, fourth, and fifth grade students in 2009-2010, 2010-2011, and 2011-2012 indicated that Geometry and Measurement Multiple Choice items and Geometry Open Response items were the most difficult for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were: Number and Operations and Measurement. The lowest 34 Action Type: Program Evaluation Analyze disaggregated Augmented Benchmark Cheryl Carson, Principal Start: Performance Exam results for third through fifth grade 06/07/2013 Assessments ACTION BUDGET: $ students to determine the percentage of End: students (by subgroup) scoring "proficient" or 06/14/2013 "advanced" and assess the implementation of the Differentiation of Instruction intervention. Action Type: Program Evaluation Monitor assessed data for core classes of GT Heather Theodore and Start: Computers students using SOAR tests, ACTAAP exams, and Rachel Morris, Gilted 08/20/2012 District Staff ACTION BUDGET: $ quarterly grades. Hold parent conferences for and Talented Teachers End: Performance underachieving students. 06/05/2013 Assessments Teachers Action Type: Parental Engagement Accumulate quarterly evidence of differentiated Heather Theodore and Start: Computers learning in core class lesson plans for GT Rachel Morris, Gifted 08/20/2012 ACTION BUDGET: $ students. and Talented Teachers End: 06/05/2013 Action Type: Collaboration Conduct annual evaluation of GT students' Heather Theodore and Start: Computers progress based on teachers' recommendations Rachel Morris, Gifted 05/20/2013 District Staff ACTION BUDGET: $ and accumulated data. and Talented Teachers, End: Teachers and Laurie Altschul, GT 06/05/2013 District Coordinator Action Type: Program Evaluation Provide opportunities for enrichment for GT Heather Theodore and Start: Community students such as virtual field trips, field trips, Rachel Morris, Gifted 08/20/2012 Leaders ACTION BUDGET: $ and competitions. and Talented Teachers End: Computers 06/05/2013 District Staff I Action Type: Equity Provide teachers with materials, equipment, Lou Alley, Instructional Start: District Staff General technology, and assessments needed in Coach
Tina Brown and 08/15/2012 Teachers Revenue: $520.00 teaching GT students (such as Time for Kids Merilyn Burruss, Math End: magazine). Coaches
Susan Blue, 06/05/2013 ACTION Literacy Coach BUDGET: $520 31 Action Type: Collaboration Provide activities for advanced students such as Quiz Bowl, Spelling Bee, Destination Imagination, :and Mathletes to enrich and extend core curriculum instruction. Action Type: Alignment Action Type: Equity Assist gifted and talented students in tracking their own attendance, SOAR test data, and state-test data by maintaining a notebook or data wall. Action Type: Alignment Action Type: Equity Provide professional development to teachers trained to work with Limited English Proficient students. Action Type: Professional Development Heather Theodore and Rachel Morris, Gifted and Talented Teachers Heather Theodore and Rachel, Gifted and Talented Teachers Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Cheryl Carson, Principal Start: 08/05/2012 End: 06/06/2013 Provide professional development to gifted and Cheryl Carson, Principal Start: talented teachers such as AGATE Cconference. 08/15/2012 End: 06/06/2013 Action Type: Professional Development Total Budget: Priority 2: Improve Student Achievement in Mathematics 1. ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL Augmented Benchmark Exam - Third Grade Mathematics 2010 District Staff Teachers Performance Assessments Teachers District Staff ACTION BUDGET: $ ACTION BUDGET: $ ACTION BUDGET: $ General Revenue: $500.00 ACTION BUDGET: $500 $46020 Supporting Data: Combined Population: 101 students were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas for Combined students were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas 32 identified areas for the other subpopulations were not available in 2009-2010, 2010-2011, and 2011-2012. 4. Stanford 10 - Grade 5 Total Mathematics 2010 Combined Population: 89 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Operations - Communication and Representation. The lowest identified areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Mathematics 2011 Combined Population: 83 students were tested and 49% scored at or above the 50th percentile on the Total Mathematics test. The lowest area for Combined students and Students with Disabilities was multiple step problem solving. The lowest areas for Limited English Proficient students were multiple-step problem solving and estimationorder of magnitude. The lowest identified areas for the other subpopulations were not available. Iowa Test of Basic Skills - Grade 5 Total Mathematics 2012 Combined Population: 97 students were tested and 44% scored at or above the 50th percentile. The lowest identified areas for Combined students were multiple-step problem solving and estimation. The lowest identified areas for Limited English Proficient students were multiple-step problem solving and comparing quantities. The lowest identified areas for Students with Disabilities were multiple step problem solving and estimation. The lowest identified areas for the other subpopulations were not available. 5. Stanford 10 - Grade 4 Total Mathematics 2010 Combined Population: 95 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Geometry - Communication and Representation. The lowest identified areas for the subpopulations were not available. Iowa Test of Basic Skills - Grade 4 Total Mathemati
This project was supported in part by a Digitizing Hidden Special Collections and Archives project grant from The Andrew W. Mellon Foundation and Council on Library and Information Resoources.

<dcterms_creator>Arkansas. Department of Education</dcterms_creator>