Annual Report, Carver Magnet Elementary School, MRC

Stipulation Magnet Pnncapats ANNUAL REPO T to e MAG ET REVIEW CO E 2"1 SCHOOL COMPOSITION SCHOOLC OMPOSITIONco nt. ...................,.... ........... 1112 7580 10-11 7350 08-10 70.38 08-09 851-4 07-08 5750 SCHOOL STAUCllJAAl. CHANGESnMPROVEMENTS RecycHngP rogram LRS --~ .. -llfll(llc.-w-a,"-,_..,... , __ -~..., ._- - ., r __ .......,_, mw,. .--- .... .,.,... __ ................, ,, ....."".. ... ... ""'.--- ""---~ -,, ~"r-- ... .,,._...,_ -.-~ C!I...,._._... ...... --- --.---- =:=:"r-.--~_.,. .. ,......d..,..,.....u,u.,--. ..... ..,ftJl'II',- -~ J.oll,- __, HfW--~ .,,,...__, -..--- .,~ .. - -~- ""r .... _....,......, Recruitment SCHOOL HONORS/AWARDS & Caver as one d the onlyelem~ atudent-predtieed yearbocka rv1ceAwar Karen Banks AsiaCatn 4" grade 1 place Central Region State Youth Art Show and LRSD Board Award Heifer Coloring Conte t Jordan Moody Mr Carlock s 3"' grade Attorney Gtwleral Art Awards Carver's Teacher ofthe Year Jason Crader LEGO Grant REACH Grant Karen Banks and Charlotte Cook Attended the Space Educator's Confwence SEEC nHoullonTX Karen Banka, New PTA P181idenfot r 20 2 1 -r:-,o-- Sara Brown Achieved NllliclM B08ld Certificatioinn Early ChildhoodG llla'llllt. November2011 Attended the Arkanaas Ea,ty Childhood Aaaocialionm ..Ung in HatSpnnga V, unteerad at Arkanaa ChildrenI Fun Q_aAy R Ch ldran s H011p11a1 Read entriel for two am9111N ationalB 08ld candidatea r Linda Glenn Attended Arkansas Reading Assoc1ati0n Conferencem Little Rock SWOW Conference Lor Diffey and p la Sch g allanded the SchoolsW Walls Confer HotSpmga November2 012 Carver 1s a school where children come first! ACSIP Page 1 of 50 School Plan CARVER MAGNET ELEM. SCHOOL 2100 E. SIXTH ST.,LITTLE ROCK, AR 72202 Arkansas Comprehensive School Improvement Plan 2011-2012 Carver is a school where children come first. Caring staff, parents, and community work together to ensure a quality academic, social and technological education for all students. Grade Span: K-5 Title I: Not Applicable School Improvement: MS Table of Contents Priority 1: Literacy Goal: Benchmark Test, IOWA: To achieve proficiency for all students in reading, particularly in our African American and economically disadvantaged subgroups (who are on school improvement year three and did not make standards for 2010-2011) by concentrating on the weak areas identified on the three year item by item analysis: comprehension (focused on inference, vocabulary and fluency), and writing open response (focused on content and style domains). Priority 2: Mathematics Goal: Benchmark Exam,IOWA: To achieve proficiency for all students in mathematics, especially in our African American subgroup(alert status) and our economically disadvantaged subgroup (alert status) by concentrating on weak areas identified by the three year Benchmark item analysis: measurement, data analysis/probability and geometry. Priority 3: Wellness Goal: All students, staff and parents will learn the importance of wellness through a variety of healthy lifestyle activities integrated into the regular curriculum and through wellness materials sent home. Priority 4: Discipline Goal: At least 95% of Carver students will be free of suspensions. Priority 5: Professional Development Goal: One hundred percent of Carver Magnet teachers will attend conferences/conventions/in-service trainings to equal 60 hours or above per person. Professional Development for 2011-2012 will focus on student needs from data assessments of Benchmark and IOWA to improve student achievement. Priority 6: Attendance/Parental Involvement Goal: The average daily attendance rate of Carver students will be 95% and for staff 95%. Parents will volunteer 50+ hours. To improve reading and writing skills and strategies for all students, particularly in our AfricanPriority 1 : American and economically disadvantaged subgroups. Supporting Data: 1. 2. Developmental Reading Assessment In 2008-2009 the DRA percentages for proficent and advance were Kindergarten 63%, First Grade 47%, Second Grade 71 %, Third Grade 64%, Fourth Grade 55%, and Fifth Grade 67%. Carver's total population that was proficent or advance was 67%. In 2009-2010 the DRA percentages for proficient and advanced were Kindergarten 66%, First Grade 93%, and Second Grade 56%. Carver's total popultaion K - 2nd grade is 71.67% proficient or advanced. In 2010-2011 the DRA was replaced with WRAP. The results were first grade - 55% proficient or advanced, second grade - 72% proficient or advanced, third grade - 71% proficient or advanced, fourth grade - 72% proficient or advanced, and fifth grade - 50% proficient or advanced. 3. SAT-10 Spring 2008 Reading First Grade 1-25 percentile - 28 students 26-50 percentile - 19 students 51-75 percentile - 15 students 76-99 percentile - 23 students Therefore, 38 students performed above the 50th percentile and 47 students performed below the 50th percentile. Reading Second Grade 1-25 percentile - 36 students 26-50 percentile - 22 students 51-75 percentile - 4 students 76-99 percentile - 12 students Therefore, 16 students performed above the 50th percentile and 58 students performed below the 50th percentile. At this time there is no combined population or subgroup item by item analysis. However the teachers are making individual academic improvement plans per student and the data there reveals individual strengths and weaknesses. SAT-10 Spring 2009 Reading First Grade 1-25 percentile - 40 students 26-50 percentile - 19 students 51-75 percentile - 6 students 76-99 percentile - 10 students Sixteen students performed at or above the 50th http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report acsip&print=l 1?/<i1?n11 ACSIP Page 2 of 50 percentile and Fifty-nine students performed below the 50th percentile. Reading Second Grade 1-25 percentile - 27 students 26-50 percentile - 22 students 51-75 percentile - 14 students 76-99 percentile - 15 students Twenty nine students performed at or above the 50th percentile and Forty-nine students performed below the 50th percentile. SAT 10 Spring 2010 First Grade: Reading 40% scored at or above the national percent, 20% scored basic and 39% scored below basic. Second Grade: 40% scored at of above the national percent, 38% scored basic, and 35% scored below basic. In the spring of 2011 The School Based Committee met and identified 27 students to be placed in the GT program which identified 36% of the second grade populations as gifted. 4. Metropolitan 8 Spring 2009 Reading: Kindergarten 1-25 percentile - 31 students 26-50 percentile - 15 students 51-75 percentile - 22 students 76-99 percentile - 15 students Thirty Four students performed at or above the 50% percentile. Thirty one performed below the 50%. Metropolitan 8 Spring 2010 Reading: Kindergarten 40% Total Composite Score. 60% of students scored at or above the national percent. 11% scored basic and 29% scored below basic. 5. Comprehensive Needs Assessment from 2008-2009: Summer 2008-2009 the Benchmark results were analyzed by a Leadership Team composed of the principal and coaches. Annual yearly progress was 64% for literacy and 62.5% for math. The school combined population exceeded the standard for math with 71.6% proficient. The school combined population did not make the literacy standard missing it by 2.1 % with 61.9% proficient. The results of each grade level were disaggregated by math and literacy for each child for the past two years to show the growth or decline made by individuals as well as the whole group. This information by grade level was mailed to each of the third, fourth and fifth grade teachers for their review and reflection prior to school. The Leadership Team then analyzed individual grade level data by Combined Population, Caucasian, African American and Economically Disadvantaged for math and literacy. The Causation students made AYP at all grade levels in math and literacy. Our findings: Third Grade Literacy: Comb. Pop. - 51%, AA - 42.4%, ED- 45% Fourth Grade Literacy: Comb. Pop. - 73%, AA- 63%, ED - 59% Fifth Grade Literacy: Comb. Pop - 58%, AA - 38%, ED - 38% Third Grade Math: Comb. Pop - 78%, AA - 73%, ED - 62% Fourth Grade Math: Comb. Pop - 81%, AA - 70%, ED - 69% Fifth Grade Math: Comb. Pop - 56%, AA - 30%, ED - 30% The first day of pre-school professional development, the coaches showed the entire staff a graph summary by grade levels of their particular spring standardized tests broken out by sub groups where possible. This was painful for some but necessary for all. The principal and assistant led the staff through a study of "the Four Factors of Failure" as we looked for the root cause. Time was provided for each grade level to reflect on the causes of failure reflected is this recent data as they reviewed their individual student test results- attendance, engagement, production, persistence. Grade level groups shared this different look at data. Coaches used the Benchmark item by item analysis for math and literacy and ranked the combined responses by grade level SLE as compared to district and state. Coaches modeled some of the SLEs and provided guided practice. Teachers, by grade level groups, reviewed the SLEs with their curriculum maps for focus for this year. The principal using an advanced organizer led the entire staff through the hi-lights of the ACSIP with a focus on the data for the last three years by grade level and sub group. Based on our data analysis we have prioritized literacy for a more consistent delivery system as we reviewed the protocols for reader's workshop and writer's workshop. Specific low scoring literacy areas will be the focus for professional development. Although we made standards in math we plan to continue those strategies that we feel have been key for student success. Specific low scoring math areas will be the focus for professional development. We have prioritized our Economically Disadvantaged students noting that Carver has 65% free and reduced lunch students. Many of our African American students fall into this group, but not all. We will look at individuals for RTI and BOOST, after school tutoring. These two sub groups provided our lowest scores. They will receive special services and strategies as we as a staff learn more through a book study this year- A Framework for Understanding Poverty, by Ruby Payne. In addition, the principal sat with each classroom teacher to review his/her data specific to his/her standardized test and as compared to colleagues and other grade levels. "How can we help you?" was the question asked. Many of those ideas will be accommodated. We agree that we have an extensive school improvement plan and that each of us has a responsibility for its implementation. We are committed to the growth (which we know we are making from receiving a "4" on the state report card, a school achieving beyond standards), and we are committed to the Annual Yearly Progress of every child. Each of us is one part of the ACSIP but we feel the whole is greater than the sum of its parts! 6. Comprehensive Needs Assessment from 2009-2010: Spring 201 Benchmark results were analyzed by a Leadership Team composed of the principal and coaches. Classroom teachers and specialists also analyzed the data looking for growth of particular students. Annual yearly progress was set at 71.2% for Literacy and 70% for Mathematics. The school
population exceeded the standard for math with 80.1% of the combined population http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 3 of 50 proficient /advanced. The score for the combined population for literacy was 70.9, missing the state score of 71.2 by .3%. With the growth model added to the equation the state pronounced that Carver did indeed make annual year progress for the combined population in literacy as well. The results of each grade level were disaggregated by math and literacy for each child for the past two years to show growth or decline made by individuals as well as the whole group. This information was given to each of the third, fourth and fifth grade teachers for their review and reflection prior to school. The Leadership Team with the entire staff analyzed individual grade level data by all sub groups for math and literacy. Third grade literacy: Comb pop 65% (14%increase)
AA 65% (22.6% increase)
C 66% (3% drop)
ED 62% (17% increase) Fourth Grade Literacy: Comb pop 71% (2% drop)
AA 63% (same)
C 80% (10% drop) ED 69% (9% increase) Fifth Grade Literacy: Comb pop 78% (20% increase)
AA 70% (32% increase)
C 93% (9% increase)
ED 69% (31% increase). Third Grade Math: Comb pop 86% (8% increase),
AA 83% (10% increase)
C 92% (5% drop)
ED 83% (21% increase) Fourth Grade Math: Comb pop 71% (10% drop)
AA 65% (5% drop)
C 80% (17 % drop)
ED 69% (same) Fifth Grade Math
Comb pop 84% (28% increase)
AA 78% (48% increase)
C 96% 2% drop)
EC 78% (58% increase) This look at data compares groups of students in grades 3,4,5 from 2009 tests to different students in grades 3,4,5 for 2010 tests. Another look at data compares student's scores from third grade in 2009 to their fourth grade scores in 2010. We found the following changes: Literacy: Advanced 2009 (14%) - 2010 (17%) - growth of 3%
Proficient 2009 (37%) - 2010 (54%) - growth of 17%
Basic 2009(30%) - 2010 (27%) - decrease of 3% Below basic 2009(19%) -2010 (3%) - 16% decrease. The 20% growth in P and A is encouraging as well as the 16% decrease in below basic students shows we are moving children steadily to higher levels of literacy. Students who moved from third grade to fourth grade Mathematics changes: Advanced 2009 (39% -2010(36%) - decrease of 3%
Proficient 2009 (39%) - 2010 (35%) - decrease of 4%
Basic 2009 (19% - 2010 (18%) - decrease of 1%
Below Basic 2009 (4% - 2010 (12%) - 8% increase. The 7% decrease at P and A and the 12% increase at BB point to slippage of student achievement at 4th grade in 2009-2010. What was different? What will we do to combat it? We will visit with individual teachers in math, look at strategies, delivery of instruction, broker /specialist pull outs and RTL We will work as a Professional Leaning Community to find answers as we analyze common formative assessments of our focus standards this year. Data comparing fourth grade, 2009 scores to those of the same group of student in the fifth grade 2010 shows changes: Literacy: Advanced 2009 (23%) -2010(25%) - 2% increase
proficient 2009 (50%) -2010 (53%) - 3% increase
Basic 2009- (24%) - 2010 (19%) 5%decrease
Below basic 2009 (3%) -2010 (4%) - 1 % increase. Small but steady improvement in P and A (5%), a decline in B of 5%, with 1 % increase in BB shows some growth in the already high scoring group of students. Mathematics: Advanced 2009 (49%) 2010 (48) - 4% increase
Proficient 2009 (37% - 2010 936%) 1% decrease
Basic 2009 (13%) -2010 (14%) -1% increase
Below basic (6%) 2010 (3%) decrease. There was again a small percent of growth in math for this group of students. They were at a high level, maintained it and grew some. This is what we want across the board. The principal focused on the ADE school report card Subgroup Details for Growth Used in AYP 2010. There were 25 students, combining all subgroups, that met growth in math even though they were not proficient. There were 61 students , combining all sub groups, that met growth in literacy even though they did not score proficient. The AA sub pop had the highest number of students making growth. Our challenge as a staff is to singly identify these students on the move, the ones making growth, and work with them so that next year they indeed score proficient. Now is the time to use individual student data to plan Individual Academic Improvement Plans for all of our students, even though the ADE requires it only for those B and BB. Carver believes in growth for ALL students! The principal also has shown through a chart the amount of growth needed by this new years fourth and fifth grades subpopulations based on next years AYP and this years scores. It is a challenge that we will meet head on and will accomplish by working as Professional learning Communities, selecting focus standards, teaching to them, using common formative assessments to check progress, grade tests together as grade level teams and analyze the data to make teaching/learning decisions and plan for RTI when needed. 7. 2010-2011 Comprehensive Needs Assessment from 2010-2011: Spring 2011 Benchmark results were analyzed by a Leadership Team composed of the principal and coaches. Classroom teachers and specialists also analyzed the data looking for growth of particular students. Annual yearly progress was set at 78.4 for Literacy and 77.5 for Mathematics. The school: The score for the combined population for math was 74.6, missing the state score of 77.5 by 4%. 4 students that were basic and below did meet growth, however that was not enough to meet our growth goal. The score for the combined population for literacy was 72.2, missing the state score by 8%. With the growth model added to the equation the state pronounced that Carver did not make annual yearly progress for the combined population in literacy and math. An appeal was made based on the discrepancies in the coding of highly http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report acsip&print=l 12/5/2011 ACSIP Page 4 of 50 mobile students, and incorrect numbers. The results of each grade level were disaggregated by math and literacy for each child for the past two years to show growth or decline made by individuals as well as the whole group. This information was given to each of the third, fourth and fifth grade teachers for their review and reflection prior to school. The Leadership Team with the entire staff analyzed individual grade level data by all sub groups for math and literacy. Third grade literacy: Combined population 71% (6% increase)
AA 61% (4% decrease)
C 83% (17% increase)
ED 64% (1% increase). 4th Grade Literacy: Comb pop 78% (7%)
AA 73% (13% increase)
C 86% (6% increase)
ED 74% (5% increase)
Fifth Grade Literacy: Com pop 68% (10% decrease)
AA 63% ( 7% decrease)
C 78% (15% decrease)
ED 63% ( 6% decrease). Mathematics changes: Third Grade : Com pop 80% (6% decrease)
AA 70%(13% decrease)
C 95% (3% increase)
ED 74% (9 % decrease
4th Grade Math: Com pop 80% (9% increase)
AA 73% (8 % increase)
C 91% ( 11% increase)
ED 77% (9 % increase)
5th Grade Math: Com pop 67% ( 17 % decrease)
AA 61% ( 17 % decrease)
CC 78% (18 % decrease) ED 64%(14% decrease). This look at data compares groups of students in grades 3, 4, 5 from 2010 tests to different students in grades 3, 4, 5, for 2010 tests. Another look at data compares students scores from third grade in 2010 to their fourth grade scores in 2011. We found the following changes: Literacy: Advanced 2010, 30%
2011, 37%
growth of 7%. Proficient: 2010 35%
2011, 44%. Growth of 9%. Basic: 2010, 20%
2011, 13%. Decrease of 7%. Below basic: 2010, 16%
2011, 6 %. Decrease of 10%. 16% increase in proficient and advanced is very encouraging, with a 19% decrease in basic and below. Mathematics: Advanced: 2010, 49%
2011, 38%
decrease of 11 %. Proficient: 2010, 36%
2011, 43%.Increase of 7%. Basic: 2010, 14%
2011, 8%. Decrease of 6%. Below basic: 2010, 0%
2011, 11 %. Increase of 11 %. The 4% decrease at P and A seem to say that some A students slipped to P. The 5% drop in B and BB is encouraging. We will work as a Professional Learning Community to find answers as we analyze common formative assessments of our focus standards this year. Data comparing fourth grade 2010 scores to those of the same group of students in the fifth grade 2011 shows these changes: Literacy: Advanced 2010: 17%, 2011, 26%. Increase of 9%. Proficient 2010: 54%
2011: 45%. Decrease of 9%. Basic: 2010, 28%
2011, 29%. Increase of 1%. Below basic: 2010, 3%
2011, 0%. Decrease of 3%. Proficient and advanced percentages stayed the same with basic and below had less than one percent drop. Mathematics: Advanced: 2010, 36%
2011, 29%. Decrease of 7%. Proficient: 2010, 35%
2011, 40%. Increase of 5%. Basic: 2010, 18%
2011, 25%. Increase of 7%. Below Basic: 2010, 12%
2011, 6%. Decrease of 6%. There was a 2% slippage in P and A with a 1 % drop in B and BB. We can see growth but some slippage. Our growth was not enough to reach AYP. We will visit with individual teachers, look at strategies, delivery of instruction, broker/specialist pull outs and RTI to find ways to move more students upward. Strategies for achievement of AYP: 1. RTI/SBIT with case managers supporting teachers and interventionists. 2. Small group instruction levelized for literacy reading groups and math. 3. BOOST after school tutoring 4. GT plan for individuals (3, 4, 5) 5. Grade level meetings with coaches and curriculum specialists. 6. PD focused on literacy and math needs. 7. SOAR assessments reviews per grade level. 8. Math/literacy assessment wall. 9. AIP's for all students. 10. Broker specialists/Intervention strategist for each grade level. 11. Math/literacy coaches modeling rigorous instruction. 12. Principal/counselor benchmark review and goals set with each 4th and 5th grade student. Goals home to parents with Benchmark test copy. 13. Item by item analysis of math and literacy question on the 3,4, 5 grade Benchmark test by the entire staff. School wide growth needed for AYP for literacy: CP 13.4% AA 29.4% C 4.9% ED 18.9% School wide growth needed for AYP for math: CP 10.4% AA 18.1 % C 0% ED 14.6 8. 2010-2011 Condensed Data Summary Spring and fall 2010 grade levels and the entire staff analyzed the results of the State Benchmark/IOWA and district WRAP tests along with perceptual data including discipline, attendance, economically disadvantaged percentage increases and mobility. At present we have been designated Alert status for literacy and math, but that is on appeal based on incorrect data reports of highly mobile students and coding errors. We noted strengths and weaknesses. Strengths include individual student growth. Although we did not meet the cut score for AYP in 09-10, we did make AYP when the growth percentage was added. Strengths also include discipline, a result of our strong Stop and Think social skills program. Weaknesses include the low scores exhibited by our African American and Economically Disadvantaged students who are on SI-3 in literacy, and alert status in math. Weaknesses also include alert status designation for the combined population in literacy and math. Our focus is on African American and Economically Disadvantaged students in particularly and the entire population in general for LITERACY, reading comprehension focused on inference, vocabulary, and fluency and writing focused on content and style domains. MATH focus for the combined population is measurement, data analysis/probability and geometry. Our school improvement plan includes strategic interventions that support "Academic Performance, Learning Environment and Leadership". http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 1?/"/?()11 ACSIP Page 5 of 50 Benchmark Test, IOWA: To achieve proficiency for all students in reading, particularly in our African American and economically disadvantaged subgroups (who are on school improvement year three Goal and did not make standards for 2010-2011) by concentrating on the weak areas identified on the three year item by item analysis: comprehension (focused on inference, vocabulary and fluency), and writing open response (focused on content and style domains). Meet state AYP in 2012(85.6). Growth needed: Grade Three: Combined population 14.6%, AfricanAmericans 24.6%, Caucasian 2.6%, Economically Disadvantaged 21.6%. Grade Four: Combined B h k population 14.6%, African-Americans 12.6%, Caucasian 0%, Economically Disadvantaged 11.6%. enc mar Grade Five: Combined population 13.6% African-Americans 22.6%, Caucasian 3.6%, Economically Disadvantaged 22.6% **AN ASTERISK PLACED IN AN ACTION INDICATES SERVICES PROVIDED COMPARABLE TO INSTRUCTIONAL ACTIVITY FOR LOW ACHIEVING STUDENTS. IIntervention: Small flexible literacy groups - Kindergarten-Fifth - Tier II Intervention Scientific Based Research: Kuhn, M. (2005). Helping Students become accurate, expressive readers: Fluency instruction for small groups. The Reading Teacher, 58 (4, 338-343. Dorn, L.J. & Soffos, C. (2001) Shaping Literate Minds. Portland: Stenhouse. Fisher, D & Frey N. (2007). Implementing a schoolwide literacy Framework: improving in an urban elementary school. The Reading Teacher, 61(1), 32-41. Guiding Readers & Writers, Grades 3-5 (Fountas, Irene C & Pinnell, Gay Su.) Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with classroom teachers and Laurie Start: specialists to establish small flexible Yarbrough, 08/15/2011 . School homogeneous literacy groups as a means to Grade Level End: Library ACTION $ improve reading and writing achievement of Chair 05/31/2012 Teachers BUDGET: all students. Basic and Below Basic students Teaching receive daily instruction. Aids Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Collaborate with all staff to provide an Nina Huey, Start: uninterrupted 2 1/2 hour language arts block Grade Level 08/15/2011 Teachers every day as a means to focus instruction in Chair End: Teaching ACTION $ this curricula content area for all students. 05/31/2012 Aids BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Special Education Collaborate with classroom teachers and June Joseph, Start: specialists to use specific strategies such as Special 08/15/2011 . School making comparisons, predicting outcomes, Education End: Library ACTION $ drawing conclusions, identifying the main Specialist 05/31/2012 Teachers BUDGET: ideas, and understanding cause and effect to Teaching comprehend a variety of literary genres from Aids diverse cultures and time periods as a means to improve reading achievement for basic and below basic students, primarily African- American, special education and economically disadvantaged students. Action Type: Collaboration Action Type: Special Education **Evaluation of progress is determined by Marsha Start: 20% growth from the Houghton Mifflin Pre- Spears, 08/15/2011 Teachers ACTION Test to the Post-Test. Grade Level End: Teaching BUDGET: $ Action Type: Program Evaluation Chair 05/31/2012 Aids Collaborate with students, teachers, Literacy Jason Crader, Start: Coach and family to implement the literacy Grade Level 08/15/2011 . Outside component of the Little Rock School District Chairman End: Consultants ACTION $ Literacy Model as a means to show progress 05/31/2012 Teachers BUDGET: in writing for all students. Teaching Action Type: Equity Aids Action Type: Parental Engagement I http://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 6 of 50 Collaborate with grade level teams to dissect Teata Pace, Start: the literacy benchmark released items that Grade Level 08/15/2011 Teachers correlate with specific grade levels weekly Chairman End: Teaching ACTION $ plans, as they pertain to our Curriculum Map 05/31/2012 Aids BUDGET: as a means to improve literacy achievement focused on basic and below basic students, primarily African-American, special education students and economically disadvantaged students. Action Type: Alignment Action Type: Equity *Permit collaboration between two Reading Dianne Start: Recovery teachers and grade level teachers to Runion, 08/15/2011 Outside develop problem solving strategies to expand Reading End: Consultants ACTION $ vocabulary through reading as a means to Recovery 05/31/2012 Teachers BUDGET: improve reading achievement for basic and Specialist Teaching below basic students. Aids Action Type: Equity !Total Budget: II $01 IIntervention: Home/School Connection - Kindergarten - Tier I Intervention I Scientific Based Research: Fisher, D. & Frey, N. (2007). Implementing a schoolwide literacy framework: improving achievement in an urban elementary school. The Reading Teacher, 61(1) 32-41 Perkins, J.H. & Cooter, Jr., R.B.(2005). Issues in urban literacy: Evidence based literacy education and the African American child. The Reading Teacher, 59(2), 194-198. !Actions : Responsible I Person ITimeline II Resources I Source of Funds Collaborate with parents to send home Nina Huey, Start: weekly reading assignments as a means Kindergarten 08/15/2011 School to improve reading skills of all End: Library ACTION $ kindergarten students. 05/31/2012 Teachers BUDGET: Action Type: AIP/IRI Teaching Action Type: Collaboration Aids Action Type: Equity Action Type: Parental Engagement Collaborate with the Pizza Hut, media Susie Daniel, Start: specialist, classroom teachers and parents Kindergarten 08/15/2011 Teaching to promote parental involvement in End: Aids ACTION $ reading at home as a means to improve 05/31/2012 BUDGET: reading skills of all kindergarten students. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Determine the impact of Home/School Susie Daniel, Start: connections to improve reading skills of Kindergarten 08/15/2011 Teachers all kindergarten students by 80% End: Teaching ACTION $ kindergarten students participating with 05/31/2012 Aids BUDGET: the Home/School connection program. Action Type: Program Evaluation Collaborate with parents to send home Shanel Ditmore, Start: weekly kindergarten concept backpacks Kindergarten 08/15/2011 Teaching funded by a public education foundation Grade Level Chair End: Aids ACTION $ grant as a means to improve reading 05/31/2012 BUDGET: skills of all kindergarten students. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement !Total Budget: II $01 IIntervention: Team Curriculum Sharing - Kindergarten - Filth - Tier I Intervention I http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 7 of 50 Scientific Based Research: McDaniel, G. Isaac, M.Y., Brooks, H.M. & Hatch, A.(2005). Confronting K-3 Teaching Challenges in an era of accountability. NAEYC Young Children, 60,(2) 20-25. Fisher, D. & Frey, N. (2007). Implementing a schoolwide literacy framework: improving achievement in an urban elementary school. The Reading Teacher, 61(1) 32-41 !Actions I Person : Responsible ITimeline II Resources I Source of Funds Collaborate with grade level teams, coaches Rita Friend, Start: and principal by meeting weekly to coordinate Grade Level 08/15/2011 Teachers curriculum topics, strategies, materials, and Chair End: ACTION $ skills and to discuss assessed needs of students 05/31/2012 BUDGET: as a means to assure alignment of curriculum for all students. Action Type: Collaboration Action Type: Equity Action Type: Special Education Determine the impact of weekly meetings to Linda Glenn, Start: assure curriculum alignment by 100% teacher Literacy Coach 08/15/2011 Teachers participation in meetings that correlate End: ACTION $ curriculum maps provided by the LRSD. 05/31/2012 BUDGET: Action Type: Alignment Action Type: Program Evaluation !Total Budget: II $01 Intervention: Little Rock School District Comprehensive Literacy Model - Kindergarten - Fifth - Tier I Intervention Scientific Based Research: Dorn, Linda J. and Soffos, C. (2005) Teaching For Deep Comprehension: A Reading Workshop Approach, Dorn, Linda J.
French, Cathy& Jones, Tammy. (1998). Apprenticeship in Literacy: Transitions across Reading and Writing. Chapter 4, "Guided Reading," p. 41-42 and Chapter 8, "Establishing Routines and Organizing the Classroom," p. 103-121. Fountas, Irene C.
& Pinnell, Gay Su (1997). Guided Reading: Good First Teaching For All Children. Chapter 8, "Dynamic Grouping," p. 97-106. Dorn, Linda J., and Soffas, Carla. (2001). Shaping Literate Minds
Developing Self-Regulated Learners. Chapter 6,"Developing Self-Regulated Teachers" p. 88-105. Clay, Marie M. (1989) The Early Detection of Reading Difficulties. Chapter 2, "Reading Programmes," p. 9-15
Clay, Marie M. (2002). An Observation Survey of Early Literacy Achievement. Chapter 3, "Assisting Young Children Making Slow Progress," p. 23-36. Boushey, Gail & Moser, Joan (2006). The Daily Five: Fostering Literacy Independence in the Elementary Grades. \Actions I Person : Responsible \Timeline IIR esources I Source of Funds Collaborate with students, staff and Linda Glenn, Start: literacy coach as she mentors Literacy Coach 08/15/2011 Administrative teachers in weekly team meetings for End: Staff ACTION $ effective implementation of research 05/31/2012 Outside BUDGET: based instructional practices. Consultants Action Type: Alignment Teachers Action Type: Collaboration Action Type: Equity Action Type: Professional Development **Collaboration between grade level Jane Crum, Start: teachers and Reading Recovery Reading 08/15/2011 Teachers Specialists to access needs of low Recovery End: Teaching Aids ACTION BUDGET: $ performing students and provide one- Specialist 05/31/2012 to-one and small group tutoring as a means to move children to grade level. Action Type: Collaboration Action Type: Equity **Determine the impact of the Little Diane Start: Rock School District Comprehensive Barksdale, 08/15/2011 Teachers Literacy Curriculum by students Principal End: Teaching Aids ACTION $ scoring 85.5% or above on weekly 05/31/2012 BUDGET: and unit assessments of the http:/ /acsip.state.ar. us/cgi-bin/index. cgi ?rm=report_ acsip&print= 1 12/5/2011 ACSIP Page 8 of 50 ! Houghton Mifflin literacy program. Action Type: Program Evaluation II II II II I !Total Budget: II $01 jintervention: Extra Reading Interventions - Kindergarten - Fifth - Tier II and III Interventions I Scientific Based Research: Dorn, Linda J. and Soffos C. (2005) Teaching for Deep comprehension: A Reading Workshop Approach
Ruzzo, K. and Sacco, M.J. (2004) Signifant Studies for Second Grade: Reading and Writing Investigations for Children.Dorn, Linda J.
French, Cathy & Jones, Tammy. (1998). Apprenticeship in Literacy: Transitions across reading and writing. Chapter 4, "Guided Reading," p. 41-42. Fountas, Irene C. & Pinnell, Gay Su. (1997). Guided Reading: Good First Teaching For All Children. Chapter 8, "Dynamic Grouping," p. 97-106. What Works by Linda Fielding & P. David Pearson. Arkansas Department of Education Smart Step Literacy Lab Classroom Project, Harding University, Ken Stamatis, 2008-2009. Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline II Resources I Source of Funds Collaboration between parents and staff Charlotte Start: to establish BOOST, an after school Cook, Grade 08/15/2011 Administrative tutoring program, to provide basic and Level End: Staff ACTION $ below basic students extra intervention Chairman 05/31/2012 . Performance BUDGET: in reading and writing. Focus on African- Assessments American and Economically Teachers Disadvantaged Students. Teaching Aids Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Determine the impact of the following Diane Start: reading interventions
Rt!, BOOST, small Barksdale, 08/15/2011 Outside group instruction, and classroom library Principal End: Consultants ACTION $ access to improve student achievement 05/31/2012 Teachers BUDGET: as evidenced by 20% individual growth Teaching Aids using the Houghton Mifflin assessment program. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Program Evaluation Collaboration between grade level Diane Start: teachers, coaches and principal to Barksdale, 08/15/2011 Administrative determine students progress on a Principal End: Staff ACTION $ quarterly basis using SOAR and the 05/31/2012 . Performance BUDGET: assessment wall to plan Response to Assessments Intervention strategies for low Teachers performing students focused on African- Teaching Aids American and economically disadvantaged students. Action Type: Alignment Action Type: Equity Collaboration between teachers and Linda Glenn, Start: students to develop an engaging Literacy 08/15/2011 School Library classroom reading library by giving Coach End: Teachers ACTION $ students volumes of quality literature 05/31/2012 Teaching Aids BUDGET: and ample time to practice reading skills. Books purchased with recommendation of Harding Smart Step Literacy Lab. Action Type: Collaboration Action Type: Equity Collaborate with specialists, parents and Teata Pace, Start: students to identify students with Curriculum 08/15/2011 . School Library specific reading needs for targeted small Specialist End: Teachers ACTION $ group instruction (Rt!) as a means to 05/31/2012 Teaching Aids BUDGET: improve reading comprehension and participation for all students. http://acsip.state.ar. us/cgi-bin/index. cgi ?rm=report_ acsip&print= 1 12/5/2011 ACSIP Page 9 of 50 Action Type: Equity Action Type: Parental Engagement II II II II I JTotal Budget: II $OJ Jintervention: Renaissance Place Accelerated Reader Program - Second - Fifth - Tier I Intervention I Scientific Based Research: Samuels, S.J., & Wu, Y. (2004). How the amount of time spent on independent reading affects reading achievement: A response to the National Reading Panel. Minneapolis: University of Minnesota, Department of Educational Psychology. McBride, J & Tardrew, S. (2002). Mapping the Development of Early Reading Skill with STAR Early Literacy: Abstract Tompkins, Gail E. (1997). Literacy for the 21st Century: A Balanced Approach. Chapter 9, "Reading and Writing Workshop," p. 324-356. Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions : Responsible IP erson ITimeline IIR esources I Source of Funds Collaborate with students, staff and Holly Shields, Start: parents, to provide scheduled Grade Level 08/15/2011 . Community opportunities for selection of AR books, Chairman End: Leaders ACTION $ independent reading, computer testing, 05/31/2012 . Computers BUDGET: and recognition of achievement as a . School Library means to approve reading participation Teachers and comprehension for all students with emphasis on African-American and economically disadvantaged students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion Collaborate with classroom teachers, Karen Banks, Start: parents, students and the AR committee to GT Specialist 08/15/2011 Computers encourage students to attend monthly End: Outside ACTION $ recognition luncheons and the end of year 05/31/2012 Consultants BUDGET: skating party and limo ride by reading and School Library testing on AR books to accumulate Teachers necessary points. Teaching Aids Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion Determine impact of Renaissance Place Paula Start: Accelerated Reader to improve reading Schilling, 08/15/2011 Computers participation and comprehension progress Technology End: ACTION . Performance $ of individual student proficency of 80% or Specialist 05/31/2012 Assessments BUDGET: better throughout the year by reviewing . School Library weekly AR reports focusing on African- Teachers American and economically disadvantaged students. Action Type: Program Evaluation JTotal Budget: II $OJ Jintervention: LRSD Writing Programs - Kindergarten - Fifth - Tier I Intervention I Scientific Based Research: Teaching for Deep Comprehension - Dorn, Soffos (2005). Thompkins, Gail E., (2004). Teaching Writing, Balancing Pocess and Product. Fletcher, Ralph & Portalupi, C. (2004) Teaching the Qualities of Writing. Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with grade level teachers to pre- Linda Glenn, Start: test students to determine their readiness in Literacy 08/15/2011 . Outside writing as a means to prepare for planning Coach End: Consultants ACTION $ and implementation of Carver's writing 05/31/2012 . Performance BUDGET: program which will strengthen all children. Assessments Action Type: Collaboration Teachers http:/ /acsip.state.ar. us/cgi-bin/index.cgi ?rm=report acsip&print= 1 1?/'i/?011 ACSIP Page 10 of 50 Action Type: Equity I II II Teaching Aids II Action Type: Professional Development I Collaborate with staff to implement Writers Linda Glenn, Start: Workshop and LRSD writing programs, Literacy oan5
2011 . Performance including Step Up to Writing, to improve Coach End: Assessments ACTION $ writing skills by monitoring all students 05/31/2012 Teachers BUDGET: progress throughout each phase of the Teaching Aids writing process focused on African-American and economically disadvantaged students. Action Type: Alignment Determine the impact of Little Rock School Linda Glenn, Start: District writing curriculum as a means to Literacy 08/15/2011 . Performance teach the writing process with the goal for Coach End: Assessments ACTION $ 85.6% of students scoring proficient or 05/31/2012 Teachers BUDGET: above on the !TBS or Benchmark assessments. Action Type: Program Evaluation jTotal Budget: II $01 Intervention: A Kaleidoscope of Media Center Activities: Reading Awareness Day (Dr. Seuss Reading Day, Little Rock Scho9I District Library Media Curriculum, Book Fair, and Media Retrieval System. Lori Diffey - Media Specialist - Tier I Intervention Scientific Based Research: Read Across America Project-National Education Association, LRSD Curriculum Guide, School Library Media Activity Monthly Magazine(August, 2002-June, 2003), Arkansas Department of Education Frameworks Manual, Henkels and McCoy, Inc.-Safari Media Retrieval System Manual, LRSD Lesson Plans Manual, Scholastic Book Fair Web Sites and Chairperson Manual (2002-2003) - Lori Diffey, Media Specialists. Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with staff throughout the year Lori Diffey, Start: to schedule educational videos through the Media 08/15/2011 Computers media retrieval system as a means to Specialist End: . District Staff ACTION $ strengthen the LRSD curriculum and 05/31/2012 . Outside BUDGET: enrich instruction for all students. Consultants Action Type: Collaboration . School Library Action Type: Equity Teachers Action Type: Technology Inclusion Collaborate with all staff to provide Lori Diffey, Start: reading instruction, activities, and Media 08/15/2011 . District Staff enrichment as a means to levelize and Specialist End: . School Library ACTION $ enrich instruction for all students and 05/31/2012 Teachers BUDGET: increase reading comprehension, provide feedback to teachers, while concentrating on students who are basic and below basic, African-American and economically disadvantaged. Action Type: Alignment Action Type: Collaboration Action Type: Equity Collaborate with all staff to provide Lori Diffey, Start: checkout of books and free-flow of Media 08/15/2011 . Computers students as a means to promote reading Specialist End: . School Library ACTION $ for all students and to motivate all 05/31/2012 Teachers BUDGET: students to utilize appropriate areas of the media center. Action Type: Collaboration Action Type: Equity Action Type: Technology Inclusion Collaborate with all staff, students and Lori Diffey, Start: parents to hold a two-week Book Fair as a Media 08/15/2011 . School Library means to motivate and encourage reading Specialist End: Teachers ACTION $ for all students. 05/31/2012 BUDGET: http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 11 of 50 Action Type: Collaboration II II II II I Action Type: Equity Action Type: Parental Engagement Collaborate with teachers, parents and Lori Watts, Start: community leaders to plan, schedule and Media 08/15/2011 Administrative implement Dr. Seuss Reading Day, Specialist End: Staff ACTION $ featuring a guest for each classroom as a 05/31/2012 Community BUDGET: means to motivate and encourage reading Leaders for all students. . Computers Action Type: Collaboration . District Staff Action Type: Equity . School Library Action Type: Parental Engagement Teachers Action Type: Technology Inclusion Collaborate with students and staff to Lori Diffey, Start: produce an ongoing timely morning news Media 08/15/2011 Administrative program and continuous Busy School Specialist End: Staff ACTION $ News featuring important events, news 05/31/2012 Computers BUDGET: and activities to be shown on TV monitors . District Staff in the halls and classrooms using the Outside Media Retrieval System as a means to Consultants inform Carver patrons of ongoing events. . School Library Action Type: Collaboration Teachers Action Type: Equity Action Type: Technology Inclusion Collaborate with classroom teachers to Lori Diffey, Start: select appropriate reading materials from Media 08/15/2011 . School Library the library media center as a means to Specialist End: Teachers ACTION $ improve reading achievement for basic 05/31/2012 BUDGET: and below basic students. Action Type: Alignment Action Type: Collaboration Focus on specific vocabulary during book Lori Diffey, Start: talks, such genre, tone, and mode to Media 08/15/2011 School Library improve achievement on standardized ACTION Specialist End: Teachers $ tests. 05/31/2012 Teaching Aids BUDGET: Action Type: Alignment Determine the impact of the Kaleidoscope Lori, Diffey Start: of Media activities to encourage reading Media 08/15/2011 Computers and writing for all students by monitoring ACTION Specialist End: Outside $ book checkout participation, Busy School 05/31/2012 Consultants BUDGET: News, Media Retrieval use and parent . Performance Book Fair participation. Assessments Action Type: Program Evaluation School Library Teachers !Total Budget: II $01 !intervention: Reading Integration - Charlotte Cook, Young Astronaut Lab - Tier II Intervention I Scientific Based Research: Tate, Marcia L.(2003). Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Thousand Oaks, CA: Corwin Press, Inc. Rowman and Littlefield, Lanham
Integrating Science and Literacy Instruction: A Framework for Bridging the Gap
G. Freeman and V. Taylor (2006) NSTA Press
Linking Science and Literacy in K-8 Classroom
R. Douglas (2006) Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions : Responsible IP erson ITimeline IRI esources I Source of Funds Collaborate with classroom teachers to include Charlotte Start: reteaching of deficit reading and writing skills, as Cook, Young 08/15/2011 . School determined by benchmark scores, within the Astronaut End: Library ACTION $ Young Astronaut science lesson by including the Specialist 05/31/2012 Teachers BUDGET: use of science textbooks, levelized science Teaching readers, tradebooks (fiction and non-fiction) and Aids having a written component in selected lessons as a means to improve reading and writing http://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 12 of 50 achievement for basic and below basic students, African-American and economically disadvantaged. Action Type: Collaboration Action Type: Equity Determine the impact of re-teaching deficit Charlotte Start: reading and writing skills within the content area Cook, Young 08/15/2011 . School of science through teacher observation of Astronaut End: Library ACTION $ student performance in activities and through Specialist 05/31/2012 Teachers BUDGET: their demonstrating mastery of written skills by Teaching completing a student narrative. Student writing Aids will be evaluated with the AR writing rubric and students will score 15 or above on a 20 point scale. Students will score 80% or above on selected book tests (Accelerated Reader). Action Type: Program Evaluation !Total Budget: II $01 http://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print== 1 12/5/2011 ACSIP Page 13 of 50 ! Intervention: Individualized Instruction - Karen Banks and Kim Holland, Gifted and Talented Specialists - Tier II Intervention Scientific Based Research: AEA and AGATE workshops (2003) featuring Lisa Carter's "Instructional Alignment", and Robert J. Marzano's: Classroom Instruction That Works Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions : Responsible I Person ITimeline IIR esources I Source of Funds Collaborate with all 2nd,3rd, 4th and Karen Banks/Kim Start: 5th grade teachers to provide Holland, Gifted 08/15/2011 Teachers reinforcement of state standards and Talented End: Teaching Aids ACTION $ (reading, writing, literacy and math) Specialists 05/31/2012 BUDGET: as part of the gifted and talented curriculum. Action Type: Alignment Action Type: Collaboration Action Type: Equity Collaborate with 4th grade teachers to Karen Banks, Start: specifically address the needs of GT Gifted and 08/15/2011 Teachers students who have not achieved Talented End: Teaching Aids ACTION $ advance on ACTAPP. Specialist 05/31/2012 BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Equity Collaborate with 3rd, 4th and 5th Karen Banks and Start: grade teachers to implement Kim Holland, 08/15/2011 . Performance strategies to improve GT students' Gifted and End: Assessments ACTION $ summary writing skills as evidenced Talented 05/31/2012 Teachers BUDGET: by their first summary compared to Specialist Teaching Aids their last summary. Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact of GT Karen Banks, Start: curriculum alignment to state Gifted and 08/15/2011 Teachers standards by participating students Talented End: Teaching Aids ACTION $ scoring at or above 85.6% on the Specialist 05/31/2012 BUDGET: Benchmark and SAT-10 assessments . Action Type: Program Evaluation Collaborate with LRSD to test more Karen Banks, GT Start: black males as a method to increase Specialist 08/15/2011 Teachers their participation in gt classes to End: Title Teachers ACTION $ improve acadmeics and motivation 05/31/2012 BUDGET: Action Type: Collaboration Action Type: Equity !Total Budget: II $01 lrntervention: Writing Across The Curriculum - Gene Williams, Science Specialist - Tier I Intervention I Scientific Based Research: Portalupi, JoAnn & Fletcher, Ralph (2004). Teaching the Qualities of Writing. Dorn, Linda J. & Soffos, Carla, "Scaffolding Young Writers" (2001) Michael P. Klentschy (2008) Using Science Notebooks in Elementary Classrooms. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with third, fourth, and fifth Gene Williams, Start: students and staff to create and maintain Science 08/15/2011 Teachers science notebooks to increase writing skills in Specialist End: Teaching ACTION $ preparation for the Benchmark exam. 05/31/2012 Aids BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Equity http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 14 of 50 Determine the impact of writing activities in Gene Williams, Start: Science Lab to support writing across the Science 08/15/2011 Teachers curriculum by scoring one assignment per 9 Specialist End: Teaching ACTION $ weeks to be used by classroom teachers for a 05/31/2012 Aids BUDGET: classroom grade. Action Type: Program Evaluation !Total Budget: II $01 1Intervention: Flexible Grouping with Third, Fourth and Filth Grade Students - Gene Williams, Science 1Specialist/Filth Grade Broker - Tier I Intervention Scientific Based Research: Fountas, Irene & Pinnell, Gay Su (2006). Leveled Books, K-8
Matching Texts to Readers for Effective Teaching. Tate, Marcia L.(2003). Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Thousand Oaks, CA: Corwin Press, Inc. Rowman and Littlefield, Lanham
Integrating Science and Literacy Instruction: A Framework for Bridging the Gap
G. Freeman and V. Taylor (2006) NSTA Press
Linking Science and Literacy in K-8 Classroom
R. Douglas (2006) !Actions I Person : Responsible ITimeline II Resources I Source of Funds Collaborate with third, fourth and filth grade Gene Williams, Start: teachers to teach science lab weekly using Science 08/15/2011 Teachers ACTION research based strategies as a means to Specialist End: Teaching BUDGET: $ raise Benchmark scores focusing on African- 05/31/2012 Aids American and economically disadvantaged students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact of the weekly science Gene Williams, Start: success through periodic teacher made Science 08/15/2011 Teachers assessments and the results of the Specialist End: Teaching ACTION $ Benchmark. 05/31/2012 Aids BUDGET: Action Type: Program Evaluation !Total Budget: II $01 Intervention: Flexible Reading Groups of inclusion for special education students Kindergarten through Filth grade students in the regular classroom and/or resource room to meet skill deficits of the student's Individual Education Plan (IEP).- June Joseph, Special Education Specialist - Tiers II and III Interventions Scientific Based Research: Karten, Toby J. (2005) Inclusion Strategies That Work! Reseach-Based Methods for the Classroom. Thousand Oaks, CA: Corwin Press School, Beverly A. (1999) The IEP Primer and the Individualized Program
Sundbye, Nita (1997) Helping the Struggling Reader
Kauffman, Hallahan (1994) Exceptional Children: Introduction to Special Education
Henry, Marcia K. (2000) Patterns for Success in Reading and Spelling
DIBELS Assessment Notebook. !Actions I Person : Responsible ITimeline IIResources I Source of Funds **Collaborate with grade level teachers in June Joseph, Start: literacy meetings in order to identify and Special 08/15/2011 . Performance schedule students for service and/or Education End: Assessments ACTION $ intervention in the form of guided reading Specialist 05/31/2012 Teachers BUDGET: groups or comprehension focus groups. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity **Determine the impact of flexible June Joseph, Start: comprehension focus and guided reading Special 08/15/2011 . Performance groups in the resource room or regular Education End: Assessments ACTION $ classroom to meet the individual Specialist 05/31/2012 Teachers BUDGET: academic needs of special education students in accordance with their IEP using SOAR, DAR, SAT-10, STAR, and Benchmark. Action Type: Program Evaluation !Total Budget: II $01 http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 15 of 50 Intervention: Speech/language therapy - Terri Value, Speech Language Pathologist - Tiers II and III Intervention. Scientific Based Research: Intervention References: Bear, D., Invernizzi, M., Templeton, S.
Johnston, F. (2004) Word Their Way, Word Study for Phonics, Vocabulary, and Spelling Instruction (3rd Edition). Merrill/Prentice Hall. Functional Language Intervention in the Classroom: Avoiding the Tutoring Trap. Topics in Language Disorders, 17 (2), 49-68
Ehren, B.J. (2002) Maintaining a Therapeutic Focus and Sharing Responsibility for Student Success
Keys To In Classroom Speech and Language Services. Language, Speech and Hearing Services in Schools, 31 (3), 219-229. Gillam S.L. and Gilliam, R.B. (2006) Making Evidence-based Practice About Child Language Intervention in Schools, 37, 304-315. Kamhi, A.G. (2006). Treatment Decisions for Children with Speech-Sound Disorders. Language, Speech and Hearing Services in Schools. 37, 271-279 !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with parents, teachers, school Terri Value, Start: and district administrators, along with Speech 08/15/2011 Administrative consultants from the Department of Therapist End: Staff ACTION $ Education, to align speech therapy goals 05/31/2012 . District Staff BUDGET: with the Little Rock School District Outside Literacy and Math frameworks to Consultants effectively meet the needs of K-5 students . Performance identified with a speech/language Assessments impairment. Teachers Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Special Education Action Type: Technology Inclusion Collaborate with classroom and specialty Terri Value, Start: area teachers to provide opportunities for Speech 08/15/2011 . Performance all children diagnosed with a Therapist End: Assessments ACTION $ speech/language impairment to 05/31/2012 Teachers BUDGET: strengthen their individual skills in the areas of vocabulary and predicting outcome
compare/contrast
and main idea as a means to improve literacy and math achievement. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Determine the impact of speech/language Terri Value, Start: therapy to improve academic performance Speech 08/15/2011 . Performance by monitoring the progress of children Therapist End: Assessments ACTION $ diagnosed with speech and language 05/31/2012 Teachers BUDGET: disorders throughout the year by Teaching Aids reviewing their individualized educational plan, subject area grades and assessment results of selected therapy tests and reports on state tests. Action Type: Program Evaluation !Total Budget: II $01 ! Intervention: Integrated Curriculum for Writing and Arts Grades Kindergarten - Fifth - Judy Redditt, Art Specialist - Tier I Intervention Scientific Based Research: Arts Education Partnership (2003). National Endowment for the Arts. Washington, D.C. Deasy, Richard J. (2003) Learning in the Arts and Student Academic and Social Development. Washington, D.C. Arts Education Partnership (2005) Third Space: When Learning Matters. www.aep-arts.org Art Supports Reading Comprehension (Elementary) Jones, Dana
Moore, Jim
Wurst, Douglas. School Arts, 2005 !Actions : Responsible I IPerson ITimeline IIR esources ljsource of Funds http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 16 of 50 Collaborate with students and staff to Judy Redditt, Start: include writing short stories as a means Art Specialist 08/15/2011 Teachers to improve writing skills for all students End: Teaching Aids ACTION $ in k - 2nd grades. 05/31/2012 BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Equity Collaborate with students and staff to Judy Redditt, Start: include writing poetry as a means to Art Specialist 08/15/2011 Teachers improve writing skills for all students 3 - End: Teaching Aids ACTION $ 5 grade. 05/31/2012 BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact of art activities by Judy Redditt, Start: the application of rubrics for writing Art Specialist 08/15/2011 Community ACTION short stories and poetry to improve End: Leaders $ writing skills for all students in 05/31/2012 Outside BUDGET: kindergarten through fifth grade. Consultants Action Type: Program Evaluation Teachers !Total Budget: II $01 Intervention: Integrated Curriculum for Writing, Math and Music-Teri Hughes, Music Specialist - Tier I Intervention Scientific Based Research: Handy, Shirley. (2002) The Singing/Reading Connection. Los Angeles, CA. Threshold to Music. Eleanor Kidd, New York, NY. 2004 !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with students and staff to include Teri Hughes, Start: writing in units of study as a means to Music 08/15/2011 Teachers improve writing skills for all students in Specialist End: ACTION $ kindergarten through fifth grade. 05/31/2012 BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact music activities through Teri Hughes, Start: the application of rubrics to assess writing of Music 08/15/2011 Teachers simple summary sentences twice during the Specialist End: Teaching ACTION $ school year. Rubrics will include content and 05/31/2012 Aids BUDGET: mechanics. Action Type: Program Evaluation !Total Budget: II $01 IIntervention: Grade Level Musicals - Teri Hughes, Music Specialist - Tier I Intervention I Scientific Based Research: Kidd, Eleanor.(2004) Threshhold to Music. New York, NY. D. L. Hamaan and L.M. Walker, "Music teachers as a role model for African-America students, "Journal of Research in Music Education," 41, 1993. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with all students, staff, parents, Teri Hughes, Start: PTA, and outside resources to produce an Music 08/19/2010 Teachers annual musical as a means of enhancing Specialist End: ACTION $ literacy opportunities for all students in first, 06/02/2011 BUDGET: third, and fifth grades. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Determine the impact of the annual musicals to Teri Hughes, Start: enhance literacy opportunities for all students Music 08/19/2010 Teachers in first, third, and fifth grades by observing Specialist End: ACTION $ student growth in fluency and vocabulary 06/02/2011 BUDGET: http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 17 of 50 during participation by students at PTA I II II II I musicas. Action Type: Program Evaluation !Total Budget: II $01 Intervention: Writing Across The Curriculum - Robert Springer, Physical Education Specialists Tier I Intervention !scientific Based Research: Portalupi, JoAnn and Fletcher, Ralph (2004). Teaching the Qualities of Writing. I !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with fifth grade teachers to keep Robert Springer, Start: P.E. journals as a means to improve reading Physical 08/15/2011 Teachers and writing achievement for all students with Education End: Teaching ACTION $ focus on basic and below basic students, Specialist 05/31/2012 Aids BUDGET: primarily African-American and special education students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact of writing in PE by Robert Springer, Start: assessing journals for fluency perodically and Physical 08/15/2011 Teachers give feedback to all students. Education End: Teaching ACTION $ Action Type: Program Evaluation Specialist 05/31/2012 Aids BUDGET: !Total Budget: II $01 !intervention: Test-taking strategies - Tracye Thomason, Counselor Tier I Intervention I Scientific Based Research: Help for Struggling Student, Mimi Gold 1st Edition (2004) Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. /Actions : Responsible I Person ITimeline IIR esources I Source of Funds Collaborate with students, staff and parents to Tracye Start: provide lessons and information on test-taking Thomason, 08/15/2011 . Teachers skills (Benchmark/SAT-10)in literacy and Counselor End: Teaching ACTION $ math as a means to improve test taking 05/31/2012 Aids BUDGET: strategies and scores for all students with an emphasis on African-American and economically disadvantaged students and parents. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Attend workshops (AEA and State Counseling Tracye Start: Convention), along with other outside Thomason, 08/15/2011 . Community resources to provide materials and Counselor End: Leaders ACTION $ information to students, parents and teachers 05/31/2012 . Teaching BUDGET: to enrich students ability and readiness for Aids testing. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Determine the effect of teaching test-taking Tracye Start: strategies for all students through a Thomason, 08/15/2011 . Teachers cumulative student assessment given before Counselor End: . Teaching ACTION $ the standardized test and by monitoring 05/31/2012 Aids BUDGET: students' work habits during the test. Action Type: Program Evaluation !Total Budget: II $01 !intervention: Career Week - Counselor: Tracye Thomason - Tier I Intervention I http ://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 18 of 50 ! !Scientific Based Research: The ASCA National Model, A Framework for School Counseling Programs, American School Counselor Association. Alexandria, VA (2003) !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with students, staff and the Tracye Start: community to implement Career Week as a Thomason, 05/01/2012 Administrative means to inform and provide opportunites Counselos End: Staff ACTION $ for students to make inferences. Attend the 05/31/2012 Community BUDGET: Arkansas Career Guidance Conference and Leaders seek outside resources for Career Week to District Staff motivate students to achieve a career goal. Teachers Invite African-American leaders to inspire African-American and economically disadvantaged students. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Determine the impact of Career Week to Tracye Start: inform and encourage students to strive for Thomason, 05/01/2012 Administrative knowledge to infer a career goal by Counselor End: Staff ACTION $ tabulating the results of a student survey 05/31/2012 Community BUDGET: focused on the impact of Career Week. Leaders Action Type: Program Evaluation . District Staff Teachers !Total Budget: II $01 Intervention: Reading Recovery for First Grade Students - Dianne Runion and Jane Crum, Reading Recovery Specialists - Tier III Intervention Scientific Based Research: Clay, Marie, (2005), Literacy Lessons Part I: Clay, Marie, (2005), Literacy Lessons Part II: Clay, Marie (2002) An Observation Survey of Early Literacy Achievement: Clay, Marie (1998), By Different Paths to Common Outcomes, Clay, Marie (1991) Becoming Literate
Clay, Marie (2001) Change Over Time In Children's Literacy Development
Adams, Marilyn Jager (1994) Beginning to Read !Actions : Responsible I Person ITimeline IIR esources I Source of Funds **Collaborate with Reading Recovery Jane Crum, Start: Teacher leader and first grade Reading 08/15/2011 Administrative teachers to assess the needs of low Recovery End: Staff ACTION $ performing students and provide one- Specialist 05/31/2012 . Outside BUDGET: to-one tutoring as a means to move Consultants children to proficient. . Performance Action Type: AIP/IRI Assessments Action Type: Alignment Teachers Action Type: Collaboration Action Type: Equity Action Type: Special Education **Collaborate with other Reading Dianne Runion, Start: Recovery Teachers in Little Rock Reading 08/15/2011 Outside School District monthly for effective Recovery End: Consultants ACTION $ implementation of research based Specialist 05/31/2012 Teachers BUDGET: instructional practices. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development **Determine the impact of Reading Dianne Runion, Start: Recovery procedures by 86% Reading 08/15/2011 . Performance participating in the program Recovery End: Assessments ACTION $ performing at or above the proficient Specialist 05/31/2012 BUDGET: level as measured by the observation survey. Action Type: Program Evaluation http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 19 of 50 !Total Budget: II $01 Intervention: Implement Small Flexible Groups for Instruction - Jane Crum and Dianne Runion, Reading Recovery Specialists Tier II Intervention Scientific Based Research: Clay, Marie (2005) Literacy Lessons Part I: Clay, Marie (2005) Literacy Lessons Part II: Clay Marie (2002) An Observation Survey of Early Literacy Achievement: Clay, Marie (1998), By Different Paths to Common Outcomes, Clay, Marie (1991) Becoming Literate, Clay, Marie (2001) Change Over Time In Children's Literacy Development, Lyons, Carol (2003) Payne, Ruby K. (2005) A Framework for Understanding Poverty. Kafele, Baruti, K. (2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with first through fifth grade Dianne Runion, Start: teachers to identify low performing Reading 08/15/2011 Teachers African American and economically Recovery End: ACTION disadvantaged students and establish Specialist 05/31/2012 BUDGET: small flexible groups as a means to individualize instruction for all students. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Determine the impact of small flexible Jane Crum, Start: reading groups by 86% of the students Reading 08/15/2011 ACTION performing at or above the proficient Recovery End: BUDGET: level as measured by the Slosson Oral Specialist 05/31/2012 Reading Test. Action Type: Program Evaluation Collaborate with the Reading Recovery Dianne Runion, Start: Teacher Leader and grade level teachers Reading 08/15/2011 Outside regularly for effective implementation of Recovery End: Consultants ACTION research based instructional practices for Specialist 05/31/2012 Teachers BUDGET: small groups to improve reading comprehension. Action Type: Alignment Action Type: Collaboration Action Type: Equity !Total Budget: II To improve mathematical skills and strategies for all students, particularly our African American Priority 2: and economically disadvantaged subgroups. 1. $ $ $ $01 Supporting Data: 2. The Criterion-Reference Test: GT selection data from second grade
If a second grade student scores at the 50th percentile or better on the Raven, the Williams Creativity test is administered. Teachers and parents also contribute scored information and when the standardized test scores arrive, they are added to the already gathered information. In the year of 2008-2009, the LRSD Gifted program made several revisions due to our new Coordinator. The following revisions were made in the area of identification. The Sages 2 (K- 6), The Gift, and a new referral form were added to the identification procedure. A new profile sheet and Identification Matrix was added so that students are identified by stanines instead of a percentile break-down. In 2008-09, Carver's second grade had an enrollment of 88. Of these, forty were referred either by teachers, specialists, or parents. All forty of these students were tested. The School Based Committee met and identified 30 students out of this group of 40. Therefore, 34% of second grade was identified for the gifted program. 3. Metropolitan 8 Spring 2009: Kindergarten 1-25 percentile - 12 students 26-50 percentile - 25 students 51-75 percentile - 17 students 76-99 percentile - 14 students Therefore we have 31 students that performed above the 50th percentile and 37 that performed below the 50th percentile. Metropolitan 8 Spring 2010 Kindergarten 30% total composite score 38% of students scored at or above the national percent, 43% basic, and 18% below basic. 4. Comprehensive Needs Assessment from 2008-2009: Summer 2008-2009 the Benchmark results were analyzed by a Leadership Team composed of the principal and coaches. Annual yearly progress was 64% for literacy and 62.SO/o for math. The school combined population exceeded the standard for math with 71.6% proficient. The school combined population did not make the literacy standard missing it by 2.1 % with 61. 9% proficient. The results of each grade level were disaggregated by math and literacy for each child for the past two years to http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 20 of 50 show the growth or decline made by individuals as well as the whole group. This information by grade level was mailed to each of the third, fourth and fifth grade teachers for their review and reflection prior to school. The Leadership Team then analyzed individual grade level data by Combined Population, Caucasian, African American and Economically Disadvantaged for math and literacy. The Causation students made AYP at all grade levels in math and literacy. Our findings: Third Grade Literacy: Comb. Pop. - 51%, AA - 42.4%, ED- 45% Fourth Grade Literacy: Comb. Pop. - 73%, AA- 63%, ED - 59% Fifth Grade Literacy: Comb. Pop - 58%, AA - 38%, ED - 38% Third Grade Math: Comb. Pop - 78%, AA - 73%, ED - 62% Fourth Grade Math: Comb. Pop - 81%, AA - 70%, ED - 69% Fifth Grade Math: Comb. Pop - 56%, AA - 30%, ED - 30% The first day of pre-school professional development, the coaches showed the entire staff a graph summary by grade levels of their particular spring standardized tests broken out by sub groups where possible. This was painful for some but necessary for all. The principal and assistant led the staff through a study of "the Four Factors of Failure" as we looked for the root cause. Time was provided for each grade level to reflect on the causes of failure reflected is this recent data as they reviewed their individual student test results- attendance, engagement, production, persistence. Grade level groups shared this different look at data. Coaches used the Benchmark item by item analysis for math and literacy and ranked the combined responses by grade level SLE as compared to district and state. Coaches modeled some of the SLEs and provided guided practice. Teachers, by grade level groups, reviewed the SLEs with their curriculum maps for focus for this year .. The principal using an advanced organizer led the entire staff through the hi-lights of the ACSIP with a focus on the data for the last three years by grade level and sub group. Based on our data analysis we have prioritized literacy for a more consistent delivery system as we reviewed the protocols for reader's workshop and writer's workshop. Specific low scoring literacy areas will be the focus for professional development. Although we made standards in math we plan to continue those strategies that we feel have been key for student success. Specific low scoring math areas will be the focus for professional development. We have prioritized our Economically Disadvantaged students noting that Carver has 65% free and reduced lunch students. Many of our African American students fall into this group, but not all. We will look at individuals for RTI and BOOST, after school tutoring. These two sub groups provided our lowest scores. They will receive special services and strategies as we as a staff learn more through a book study this year- A Framework for Understanding Poverty, by Ruby Payne. In addition, the principal sat with each classroom teacher to review his/her data specific to his/her standardized test and as compared to colleagues and other grade levels. "How can we help you?" was the question asked. Many of those ideas will be accommodated. We agree that we have an extensive school improvement plan and that each of us has a responsibility for its implementation. We are committed to the growth {which we know we are making from receiving a "4" on the state report card, a school achieving beyond standards), and we are committed to the Annual Yearly Progress of every child. Each of us is one part of the ACSIP but we feel the whole is greater than the sum of its parts! 5. Comprehensive Needs Assessment from 2009-2010: Spring 2010 Benchmark results were analyzed by a Leadership Team composed of the principal and coaches. Classroom teachers and specialists also analyzed the data looking for growth of particular students. Annual yearly progress was set at 71.2% for Literacy and 70% for Mathematics. The school
population exceeded the standard for math with 80.1 % of the combined population proficient /advanced. The score for the combined population for literacy was 70.9, missing the state score of 71.2 by .3%. With the growth model added to the equation the state pronounced that Carver did indeed make annual year progress for the combined population in literacy as well. The results of each grade level were disaggregated by math and literacy for each child for the past two years to show growth or decline made by individuals as well as the whole group. This information was given to each of the third, fourth and fifth grade teachers for their review and reflection prior to school. The Leadership Team with the entire staff analyzed individual grade level data by all sub groups for math and literacy. Third grade literacy: Comb pop 65% {14%increase)
AA 65% (22.6% increase)
C 66% (3% drop)
ED 62% (17% increase) Fourth Grade Literacy: Comb pop 71% (2% drop)
AA 63% (same)
C 80% {10% drop) ED 69% (9% increase) Fifth Grade Literacy: Comb pop 78% (20% increase)
AA 70% {32% increase)
C 93% (9% increase)
ED 69% (31% increase). Third Grade Math: Comb pop 86% (8% increase),
AA 83% (10% increase)
C 92% (5% drop)
ED 83% (21% increase) Fourth Grade Math: Comb pop 71% {10% drop)
AA 65% (5% drop)
C 80% (17 % drop)
ED 69% (same) Fifth Grade Math
Comb pop 84% (28% increase)
AA 78% (48% increase)
C 96% 2% drop)
EC 78% (58% increase) This look at data compares groups of students in grades 3,4,5 from 2009 tests to different students in grades 3,4,5 for 2010 tests. Another look at data compares students scores from third grade in 2009 to their fourth grade scores in 2010. We found the following changes : Literacy: Advanced 2009 (14%) - 2010 (17%) - growth of 3%
Proficient 2009 (37%) - 2010 (54%) - growth of 17%
Basic 2009(30%) - 2010 (27%) - decrease of 3% Below http://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 21 of 50 basic 2009(19%) -2010 (3%) - 16% decrease. The 20% growth in P and A is encouraging the 16% decrease in below basic shows that we are moving students steadily to higher levels of literacy. Students who moved from third grade to fourth grade Mathematics changes: Advanced 2009 (39% -2010(36%) - decrease of 3%
Proficient 2009(39%) - 2010 (35%) - decrease of 4%
Basic 2009 (19% - 2010 (18%) - decrease of 1%
Below Basic 2009 (4%) - 2010 (12%) increase. The 7% decrease at P and A and the 8% increase at BB point to slippage of student achievement at 4th grade in 2009-2010. What was different? What will we do to combat it? We will visit with individual teachers in math, look at strategies, delivery of instruction, broker /specialist pull outs and RTL We will work as a Professional Leaning Community to find answers as we analyze common formative assessments of our focus standards this year. Data comparing fourth grade, 2009 scores to those of the same group of student in the fifth grade 2010 shows changes: Literacy: Advanced 2009 (23%) -2010(25%) - 2% increase
proficient 2009 (50%) -2010 (53%) - 3% increase
Basic 2009- (24%) - 2010 (19%) 5%decrease
Below basic 2009 (3%) -2010 (4%) - 1 % increase. Small but steady improvement in P and A (5%), a decline in B of 5%, with 1 % increase in BB shows some growth in the already high scoring group of students. Mathematics: Advanced 2009 (49%) 2010 (48) - 4% increase
Proficient 2009 (37% - 2010 936%) 1% decrease
Basic 2009 (13%) -2010 (14%) -1% increase
Below basic (6%) 2010 (3%) decrease. There was again a small percent of growth in math for this group of students. They were at a high level, maintained it and grew some. This is what we want across the board. The principal focused on the ADE school report card Subgroup Details for Growth Used in AYP 2010. There were 25 students, combining all subgroups, that met growth in math even though they were not proficient. There were 61 students , combining all sub groups, that met growth in literacy even though they did not score proficient. The AA sub pop had the highest number of students making growth. Our challenge as a staff is to singly identify these students on the move, the ones making growth, and work with them so that next year they indeed score proficient. Now is the time to use individual student data to plan Individual Academic Improvement Plans for all of our students, even though the ADE requires it only for those B and BB. Carver believes in growth for ALL students! The principal also has shown through a chart the amount of growth needed by this new years fourth and fifth grades subpopulations based on next years AYP and this years scores. It is a challenge that we will meet head on and will accomplish by working as Professional learning Communities, selecting focus standards, teaching to them, using common formative assessments to check progress, grade tests together as grade level teams and analyze the data to make teaching/learning decisions and plan for RTI when needed. 6. 2010-2011 Comprehensive Needs Assessment from 2010-2011: Spring 2011 Benchmark results were analyzed by a Leadership Team composed of the principal and coaches. Classroom teachers and specialists also analyzed the data looking for growth of particular students. Annual yearly progress was set at 78.4 for Literacy and 77 .5 for Mathematics. The school: The score for the combined population for math was 74.6, missing the state score of 77.5 by 4%. 4 students that were basic and below did meet growth, however that was not enough to meet our growth goal. The score for the combined population for literacy was 72.2, missing the state score by 8%. With the growth model added to the equation the state pronounced that Carver did not make annual yearly progress for the combined population in literacy and math. An appeal was made based on the discrepancies in the coding of highly mobile students, and incorrect numbers. The results of each grade level were disaggregated by math and literacy for each child for the past two years to show growth or decline made by individuals as well as the whole group. This information was given to each of the third, fourth and fifth grade teachers for their review and reflection prior to school. The Leadership Team with the entire staff analyzed individual grade level data by all sub groups for math and literacy. Third grade literacy: Combined population 71 % (6% increase)
AA 61 % (4% decrease)
C 83% (17% increase)
ED 64% (1% increase). 4th Grade Literacy: Comb pop 78% (7%)
AA 73% (13% increase)
C 86% (6% increase)
ED 74% (5% increase)
Fifth Grade Literacy: Com pop 68% (10% decrease)
AA 63% ( 7% decrease)
C 78% (15% decrease)
ED 63% ( 6% decrease). Mathematics changes: Third Grade : Com pop 80% (6% decrease)
AA 70%(13% decrease)
C 95% (3% increase)
ED 74% (9 % decrease
4th Grade Math: Com pop 80% (9% increase)
AA 73% (8 % increase)
C 91 % ( 11 % increase)
ED 77% (9 % increase)
5th Grade Math: Com pop 67% ( 17 % decrease)
AA 61% ( 17 % decrease)
CC 78% (18 % decrease) ED 64%(14% decrease). This look at data compares groups of students in grades 3, 4, 5 from 2010 tests to different students in grades 3, 4, 5, for 2010 tests. Another look at data compares students scores from third grade in 2010 to their fourth grade scores in 2011. We found the following changes: Literacy: Advanced 2010, 30%
2011, 37%
growth of 7%. Proficient: 2010 35%
2011, 44%. Growth of 9%. Basic: 2010, 20%
2011, 13%. Decrease of 7%. Below basic: 2010, 16%
2011, 6 %. Decrease of 10%. 16% increase in proficient and advanced is very encouraging, with a 19% decrease in basic and below. Mathematics: Advanced: 2010, 49%
2011, 38%
decrease of 11 %. Proficient: 2010, 36%
2011, 43%.Increase of 7%. Basic: http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 22 of 50 2010, 14%
2011, 8%. Decrease of6%. Below basic: 2010, 0%
2011, 11%. Increase of 11 %. The 4% decrease at P and A seem to say that some A students slipped to P. The 5% drop in B and BB is encouraging. We will work as a Professional Learning Community to find answers as we analyze common formative assessments of our focus standards this year. Data comparing fourth grade 2010 scores to those of the same group of students in the fifth grade 2011 shows these changes: Literacy: Advanced 2010: 17%, 2011, 26%. Increase of 9%. Proficient 2010: 54%
2011: 45%. Decrease of 9%. Basic: 2010, 28%
2011, 29%. Increase of 1%. Below basic: 2010, 3%
2011, 0%. Decrease of 3%. Proficient and advanced percentages stayed the same with basic and below had less than one percent drop. Mathematics: Advanced: 2010, 36%
2011, 29%. Decrease of 7%. Proficient: 2010, 35%
2011, 40%. Increase of 5%. Basic: 2010, 18%
2011, 25%. Increase of 7%. Below Basic: 2010, 12%
2011, 6%. Decrease of 6%. There was a 2% slippage in P and A with a 1 % drop in B and BB. We can see growth but some slippage. Our growth was not enough to reach AYP. We will visit with individual teachers, look at strategies, delivery of instruction, broker/specialist pull outs and RTI to find ways to move more students upward. Strategies for achievement of AYP: 1. RTI/SBIT with case managers supporting teachers and interventionists. 2. Small group instruction levelized for literacy reading groups and math. 3. BOOST after school tutoring 4. GT plan for individuals (3, 4, 5) 5. Grade level meetings with coaches and curriculum specialists. 6. PD focused on literacy and math needs. 7. SOAR assessments reviews per grade level. 8. Math/literacy assessment wall. 9. AIP's for all students. 10. Broker specialists/Intervention strategist for each grade level. 11. Math/literacy coaches modeling rigorous instruction. 12. Principal/counselor benchmark review and goals set with each 4th and 5th grade student. Goals home to parents with Benchmark test copy. 13. Item by item analysis of math and literacy question on the 3,4, 5 grade Benchmark test by the entire staff. School wide growth needed for AYP for literacy: CP 13.4% AA 29.4% C 4.9% ED 18.9% School wide growth needed for AYP for math: CP 10.4% AA 18.1% C 0% ED 14.6 7. Arkansas Comprehensive School Improvement Data Source for CARVER MAGNET ELEM. SCHOOL IOWA TEST OF BASIC SKILLS -- Report Completed: Aug 30, 2011 Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:00 Year 2011 Number Tested 49 % At/Above 50th NPR In: Vocabulary 49.0% Reading Comprehension 81.6% Reading Total 83.7% Punctuation 87.8% Language Total 93.9% Math Total Without Comp. 61.2% AFRICAN AMERICAN POPULATION Grade:00 Year 2011 Number Tested 32 % At/Above 50th NPR In: Vocabulary 46.9% Reading Comprehension 78.1% Reading Total 81.3% Punctuation 84.4% Language Total 90.6% Math Total Without Comp. 56.3% HISPANIC POPULATION Grade:00 Year 2011 Number Tested 3 % At/Above 50th NPR In: Vocabulary 33.3% Reading Comprehension 66.7% Reading Total 100.0% Punctuation 100.0% Language Total 100.0% Math Total Without Comp. 66.7% CAUCASIAN POPULATION Grade:00 Year 2011 Number Tested 10 % At/Above 50th NPR In: Vocabulary 60.0% Reading Comprehension 90.0% Reading Total 90.0% Punctuation 100.0% Language Total 100.0% Math Total Without Comp. 80.0% ECONOMICALLY DISADVANTAGED Grade:00 Year 2011 Number Tested 41 % At/Above 50th NPR In: Vocabulary 46.3% Reading Comprehension 78.0% Reading Total 80.5% Punctuation 85.4% Language Total 92.7% Math Total Without Comp. 56.1% LIMITED ENGLISH PROFICIENT Grade:00 Year 2011 Number Tested 4 % At/Above 50th NPR In: Vocabulary 25.0% Reading Comprehension 100.0% Reading Total 100.0% Punctuation 100.0% Language Total 100.0% Math Total Without Comp. 75.0% STUDENTS WITH DISABILITIES Grade:00 Year 2011 Number Tested O % At/Above 50th NPR In: Vocabulary N/A% Reading Comprehension N/A% Reading Total N/A% Punctuation N/A% Language Total N/A% Math Total Without Comp. N/A% Arkansas Comprehensive School Improvement Data Source for CARVER MAGNET ELEM. SCHOOL IOWA TEST OF BASIC SKILLS -- Report Completed: Aug 30, 2011 Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:01 Year 2011 Number Tested 74 % At/Above 50th NPR In: Vocabulary 31.1 % Reading Comprehension 55.4% Reading Total 44.6% Spelling 58.1 % Language Total 31.1% Math Concepts 45.9% Problems & Data Inter. 32.4% Math Total Without Comp. 40.5% AFRICAN AMERICAN POPULATION Grade:01 Year 2011 Number Tested 44 % At/Above 50th NPR In: Vocabulary 13.6% Reading Comprehension 45.5% Reading Total 31.8% Spelling 56.8% Language Total 18.2% Math Concepts 38.6% Problems & Data Inter. 25.0% Math Total Without Comp. 25.0% HISPANIC POPULATION Grade:01 Year 2011 Number Tested 2 % At/Above 50th NPR In: Vocabulary 50.0% Reading Comprehension 100.0% Reading Total 50.0% Spelling 50.0% Language Total 50.0% Math Concepts 50.0% Problems & Data Inter. 50.0% Math Total Without Comp. 50.0% CAUCASIAN POPULATION Grade:01 Year 2011 Number Tested 25 % At/Above 50th NPR In: Vocabulary 60.0% Reading Comprehension 68.0% Reading Total 64.0% Spelling 60.0% Language Total 48.0% Math Concepts 56.0% Problems & Data Inter. 40.0% Math Total Without Comp. 64.0% ECONOMICALLY DISADVANTAGED Grade:01 Year 2011 Number http://acsip.state.ar. us/ cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 23 of 50 Tested 50 % At/Above 50th NPR In: Vocabulary 22.0% Reading Comprehension 48.0% Reading Total 36.0% Spelling 50.0% Language Total 16.0% Math Concepts 34.0% Problems & Data Inter. 24.0% Math Total Without Comp. 28.0% LIMITED ENGLISH PROFICIENT Grade:01 Year 2011 Number Tested 5 % At/Above 50th NPR In: Vocabulary 0% Reading Comprehension 40.0% Reading Total 20.0% Spelling 40.0% Language Total 20.0% Math Concepts 20.0% Problems & Data Inter. 20.0% Math Total Without Comp. 20.0% Arkansas Comprehensive School Improvement Data Source for CARVER MAGNET ELEM. SCHOOL IOWA TEST OF BASIC SKILLS -- Report Completed: Aug 30, 2011 Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:02 Year 2011 Number Tested 75 % At/Above 50th NPR In: Vocabulary 36.0% Reading Comprehension 61.3% Reading Total 48.0% Spelling 53.3% Language Total 30.7% Math Concepts 62.7% Problems & Data Inter. 50.7% Math Total Without Comp. 48.0% AFRICAN AMERICAN POPULATION Grade:02 Year 2011 Number Tested 45 % At/Above 50th NPR In: Vocabulary 28.9% Reading Comprehension 62.2% Reading Total 44.4% Spelling 55.6% Language Total 22.2% Math Concepts 57 .8% Problems & Data Inter. 37 .8% Math Total Without Comp. 40.0% HISPANIC POPULATION Grade:02 Year 2011 Number Tested 4 % At/Above 50th NPR In: Vocabulary 50.0% Reading Comprehension 25.0% Reading Total 25.0% Spelling 50.0% Language Total 25.0% Math Concepts 50.0% Problems & Data Inter. 50.0% Math Total Without Comp. 50.0% CAUCASIAN POPULATION Grade:02 Year 2011 Number Tested 24 % At/Above 50th NPR In: Vocabulary 45.8% Reading Comprehension 66.7% Reading Total 58.3% Spelling 45.8% Language Total 45.8% Math Concepts 70.8% Problems & Data Inter. 70.8% Math Total Without Comp. 58.3% ECONOMICALLY DISADVANTAGED Grade:02 Year 2011 Number Tested 53 % At/Above 50th NPR In: Vocabulary 32.1% Reading Comprehension 50.9% Reading Total 41.5% Spelling 47.2% Language Total 24.5% Math Concepts 56.6% Problems & Data Inter. 45.3% Math Total Without Comp. 41.5% LIMITED ENGLISH PROFICIENT Grade:02 Year 2011 Number Tested 5 % At/Above 50th NPR In: Vocabulary 40.0% Reading Comprehension 40.0% Reading Total 40.0% Spelling 40.0% Language Total 0% Math Concepts 80.0% Problems & Data Inter. 80.0% Math Total Without Comp. 80.0% Arkansas Comprehensive School Improvement Data Source for CARVER MAGNET ELEM. SCHOOL IOWA TEST OF BASIC SKILLS -- Report Completed: Aug 30, 2011 Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:05 Year 2011 Number Tested 73 % At/Above 50th NPR In: Reading Comprehension 45.2% Language Total 27.4% Math Total Without Comp. 45.2% Science 39.7% AFRICAN AMERICAN POPULATION Grade:05 Year 2011 Number Tested 48 % At/Above 50th NPR In: Reading Comprehension 37.5% Language Total 20.8% Math Total Without Comp. 35.4% Science 27 .1 % HISPANIC POPULATION Grade:05 Year 2011 Number Tested 3 % At/Above 50th NPR In: Reading Comprehension 100.0% Language Total 33.3% Math Total Without Comp. 33.3% Science 66.7% CAUCASIAN POPULATION Grade:05 Year 2011 Number Tested 18 % At/Above 50th NPR In: Reading Comprehension 66.7% Language Total 44.4% Math Total Without Comp. 66.7% Science 72.2% ECONOMICALLY DISADVANTAGED Grade:05 Year 2011 Number Tested 58 % At/Above 50th NPR In: Reading Comprehension 43.1 % Language Total 22.4% Math Total Without Comp. 39.7% Science 32.8% LIMITED ENGLISH PROFICIENT Grade:05 Year 2011 Number Tested 4 % At/Above 50th NPR In: Reading Comprehension 50.0% Language Total 25.0% Math Total Without Comp. 50.0% Science 50.0% STUDENTS WITH DISABILITIES Grade:05 Year 2011 Number Tested 3 % At/Above 50th NPR In: Reading Comprehension 0% Language Total 0% Math Total Without Comp. 0% Science 0% Arkansas Comprehensive School Improvement Data Source for CARVER MAGNET ELEM. SCHOOL IOWA TEST OF BASIC SKILLS -- Report Completed: Aug 30, 2011 Number Tested and Percent of Students Scoring At/Above 50th Percentile: COMBINED POPULATION Grade:03 Year 2011 Number Tested 69 % At/Above 50th NPR In: Reading Comprehension 39.1 % Language Total 27.5% Math Total Without Comp. 42.0% AFRICAN AMERICAN POPULATION Grade:03 Year 2011 Number Tested 41 % At/Above 50th NPR In: Reading Comprehension 22.0% Language Total 9.8% Math Total Without Comp. 29.3% HISPANIC POPULATION Grade:03 Year 2011 Number Tested 4 % At/Above 50th NPR In: Reading Comprehension 75.0% Language Total 50.0% Math Total Without Comp. 50.0% CAUCASIAN POPULATION Grade:03 Year 2011 Number Tested 18 % At/Above 50th NPR In: Reading Comprehension 66.7% Language Total 44.4% Math Total Without Comp. 55.6% ECONOMICALLY DISADVANTAGED Grade:03 Year 2011 Number Tested 51 % At/Above 50th NPR In: Reading Comprehension 31.4% Language Total 15.7% Math Total Without Comp. 33.3% LIMITED ENGLISH PROFICIENT Grade:03 Year 2011 Number Tested 8 % At/Above 50th NPR In: Reading Comprehension 62.5% Language Total 87.5% Math Total Without Comp. 87.5% STUDENTS WITH DISABILITIES Grade:03 Year 2011 Number Tested 9 % At/Above 50th NPR In: Reading Comprehension 0% Language Total 0% Math Total Without Comp. 22.2% Arkansas Comprehensive School Improvement Data Source for CARVER MAGNET ELEM. SCHOOL IOWA TEST OF BASIC SKILLS -- Report Completed: Aug 30, 2011 Number Tested and Percent of Students Scoring At/Above 50th Percentile: http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Goal Page 24 of 50 COMBINED POPULATION Grade:04 Year 2011 Number Tested 76 % At/Above 50th NPR In: Reading Comprehension 56.6% Language Total 42.1% Math Total Without Comp. 63.2% AFRICAN AMERICAN POPULATION Grade:04 Year 2011 Number Tested 44 % At/Above 50th NPR In: Reading Comprehension 47.7% Language Total 31.8% Math Total Without Comp. 52.3% HISPANIC POPULATION Grade:04 Year 2011 Number Tested 5 % At/Above 50th NPR In: Reading Comprehension 60.0% Language Total 20.0% Math Total Without Comp. 80.0% CAUCASIAN POPULATION Grade:04 Year 2011 Number Tested 23 % At/Above 50th NPR In: Reading Comprehension 69.6% Language Total 60.9% Math Total Without Comp. 78.3% ECONOMICALLY DISADVANTAGED Grade:04 Year 2011 Number Tested 58 % At/Above 50th NPR In: Reading Comprehension 46.6% Language Total 34.5% Math Total Without Comp. 56.9% LIMITED ENGLISH PROFICIENT Grade:04 Year 2011 Number Tested 6 % At/Above 50th NPR In: Reading Comprehension 66.7% Language Total 50.0% Math Total Without Comp. 83.3% STUDENTS WITH DISABILITIES Grade:04 Year 2011 Number Tested 6 % At/Above 50th NPR In: Reading Comprehension 16.7% Language Total 16.7% Math Total Without Comp. 16.7% 8. Spring and fall 2010 grade levels and the entire staff analyzed the results of the State Benchmark/IOWA and district WRAP tests along with perceptual data including discipline, attendance, economically disadvantaged percentage increases and mobility. At present we have been designated Alert status for literacy and math, but that is on appeal based on incorrect data reports of highly mobile students and coding errors. We noted strengths and weaknesses. Strengths include individual student growth. Although we did not meet the cut score for AYP in 09-10, we did make AYP when the growth percentage was added. Strengths also include discipline, a result of our strong Stop and Think social skills program. Weaknesses include the low scores exhibited by our African American and Economically Disadvantaged students who are on SI-3 in literacy, and alert status in math. Weaknesses also include alert status designation for the combined population in literacy and math. Our focus is on African American and Economically Disadvantaged students in particularly and the entire population in general for LITERACY, reading comprehension focused on inference, vocabulary, and fluency and writing focused on content and style domains. MATH focus for the combined population is measurement, data analysis/probability and geometry. Our school improvement plan includes strategic interventions that support "Academic Performance, Learning Environment and Leadership". Benchmark Exam,IOWA: To achieve proficiency for all students in mathematics, especially in our African American subgroup(alert status) and our economically disadvantaged subgroup (alert status) by concentrating on weak areas identified by the three year Benchmark item analysis: measurement, data analysis/probability and geometry. Meet state AYP in 2012(85%). Growth needed: Grade Three: Combined Population 5.0%, African American 15%, Caucasian 0%, Economically Disadvantaged growth needed 11 .. Grade Four: Combined Population 5% , African Americans 12%, Caucasion 0%,Economically Disadvantaged Benchmark 6.5%. Grade Five: Combined Population growth needed 18%, African Americans 24%, Caucasion 7% Economically Disadvantaged 21 %. **AN ASTERISK PLACED IN AN ACTION INDICATES SERVICES PROVIDED COMPARABLE TO INSTRUCTIONAL ACTIVITY FOR LOW ACHIEVING STUDENTS. jintervention: Classroom Math Centers - Kindergarten - Tier I Intervention I Scientific Based Research: Van De Walle, J.A. (2006). Teaching Student-Centered Mathematics Grades K-3. Boston: Pearson. National Council of Teachers of Mathematics. (2006). Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics. Reston, VA. Payne, Ruby K. (2005) A Framework for Understanding Poverty, Kafele, Baruti K.(2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with grade level team, math Nina Huey, Start: specialist, and special education teachers Kindergarten 08/15/2011 Teachers to implement activities using manipulatives End: Teaching Aids ACTION $ to identify, count and match sets to 05/31/2012 BUDGET: numerals 1-20 (Standard 1, Benchmarks 1.2,1.3,1.4,1.5,1.7,1.8) as a means to improve math achievement for all students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education http://acsip.state.ar. us/ cgi-bin/index.cgi ?rm=report_ acsip&print= 1 12/5/2011 ACSIP Page 25 of 50 Collaborate with grade level team, math Nina Huey, Start: specialist, and special education teachers Kindergarten 08/15/2011 Teachers to implement activities to identify plane End: Teaching Aids ACTION $ shapes and sort shapes by attributes 05/31/2012 BUDGET: (Standard 4, Benchmark 4.2) as a means to improve math achievement for all students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Collaborate with grade level team, math Shanel Start: specialist, and special education teachers Ditmore, 08/15/2011 Teachers to implement activities to create and Kindergarten End: Teaching Aids ACTION $ extend patterns with manipulatives Grade Level 05/31/2012 BUDGET: (Standard 2, Benchmarks 2.1,2.2,2.3) as a Chair means to improve math achievement for all students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Collaborate with grade level team, math Shanel Start: specialist, and special education teachers Ditmore, 08/15/2011 Teachers to implement activities to demonstrate an Kindergarten End: Teaching Aids ACTION $ understanding of comparative language Grade Level 05/31/2012 BUDGET: (Standard 4, Benchmarks 4.2,4.3,4.4) as a Chair means to improve math achievement for all students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Collaborate with classroom teachers and Shanel Start: specialists to implement activities to use Ditmore, 08/15/2011 Teachers systems of measurement such as the Kindergarten End: Teaching Aids ACTION $ calendar, clock, and money as a means to Grade Level 05/31/2012 BUDGET: improve math achievement for all Chair students. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Determine the impact of math centers Shanel Start: implementing activities introduced whole Ditmore, 08/15/2011 . Performance group to demonstrate an understanding of Kindergarten End: Assessments ACTION $ all math skills targeted in action types Grade Level 05/31/2012 Teachers BUDGET: above by 88% of kindergarten students Chair Teaching Aids performing at or above the proficient level on the on the calendar math post test. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Program Evaluation Action Type: Special Education jTotal Budget: II $01 Intervention: Labs - Math, Young Astronaut, Computer Lab - Kindergarten - Fifth - Tiers I, II, and III
Intervention Scientific Based Research: Van De Walle, J.A. (2006). Teaching Student-Centered Mathematics Grades K-3. Boston: Pearson. !Actions IIPerson : Responsible ITimeline IIR esources I Source of Funds http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 26 of 50 Collaborate with classroom teachers, math, Suellen Start: young astronaut, and computer specialists to DiMassimo, 08/15/2011 . Computers plan, assign, and monitor students in Math End: Teachers ACTION $ completing computer based math Specialist 05/31/2012 Teaching Aids BUDGET: assignments which reinforce classroom and math lab-introduced skills as a means to improve math achievement for all students. Action Type: Collaboration Action Type: Equity Action Type: Technology Inclusion Determine the impact of planning, assigning, Suellen Start: and monitoring students in computer math DiMassimo, 08/15/2011 . Computers assignments which reinforce classroom and Math End: . Performance ACTION $ math lab-introduced skills by students Specialist 05/31/2012 Assessments BUDGET: performing at the proficient or above level Teachers on math lesson unit assessments from the individual labs. Action Type: Alignment Action Type: Collaboration Action Type: Program Evaluation Collaborate with grade level teams and Teata Pace, Start: coaches to dissect the Benchmark released Curriculum 08/15/2011 . Teachers items in math by correlating the specific Specialist End: . Teaching Aids ACTION $ skills that align with weekly plans, as they 05/31/2012 BUDGET: pertain to our Curriculum Map as a means to improve math achievement focused on basic and below basic students, primarily African- American , special education students and economically disadvantaged students. Action Type: Alignment Action Type: Equity Collaborate with Lab specialists to enrich Linda Start: math instruction through observation of Corrigan, 08/15/2011 Teachers model lessons in the labs and the classroom Grade Level End: Teaching Aids ACTION $ with coaches feedback as a means to Chair 05/31/2012 BUDGET: enhance math skills for all students. Action Type: Alignment Action Type: Collaboration Action Type: Equity !Total Budget: II $01 Intervention: Home-School Connection/Parental Involvement - Kindergarten - Fifth - Tiers I, II, and III Intervention Scientific Based Research: National Council of Teachers of Mathematics
2000 Principals and Standards for School Mathematics. (2003) Armstrong, Thomas (1994) Multiple Intelligences: Seven Ways To Approach Curriculum, Educational Leadership
S. Zemelman, H. Daniels, A. Hyde, Best Practice: New Standards for Teaching and Learning in America's Schools (1998). M. Schmoker
The Results Fieldbook: Practical Strategies from Dramatically Improved Schools (2001)
The BIG Picture: Education is Everyone's Business, Dennis Littky with Samatha Grabel le, 2004. S. Wagner
Research Ideas for the Classroom (Vol. 1 :Early Childhood Mathematics) (1993)
M. Burns
About Teaching Mathematics (2000) !Actions : Responsible I Person ITimeline IIR esources I Source of Funds Collaborate with grade level teams by Phillip Carlock, Start: meeting weekly to coordinate Parental 08/15/2011 Teaching Aids ACTION curriculum topics, strategies, Involvement End: BUDGET: $ materials, and skills to discuss Coordinator 05/31/2012 assessed needs of students with parents as need also to prepare for parent conference day. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement http://acsip.state.ar.u s/cgi-bin/index.c gi ?rm==report a csip&print=1= 12/5/2011 ACSIP Page 27 of 50 Determine the impact of family Rita Friend, Start: involvement by evaluating attendance Grade Level 08/15/2011 ACTION during Family Math/Science night, Chair End: $ attendance at parent conferences, 05/31/2012 BUDGET: and informal assessments of returned signed take home materials and student attendance at extra curricula activities Action Type: Collaboration Action Type: Parental Engagement Action Type: Program Evaluation Collaborate with parents to Marsha Spears, Start: communicate weekly math skills Grade Level 08/15/2011 Computers through specific grade level packets, Chairman End: . Performance ACTION $ planners, newsletters, calendars, etc 05/31/2012 Assessments BUDGET: as a means to provide reinforcement Teachers and practice for all children. Teaching Aids Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion Collaborate with staff and families to Linda Corrigan, Start: attend Math/Science Family Night as Grade Level 08/15/2011 Teachers a means to strengthen Math/Science Chair End: Teaching Aids ACTION $ skills learned daily in the classrooms 05/31/2012 BUDGET: of all children. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Collaborate with parents, students Holly Shields, Start: and staff to support WAGS (Work, Grade Level 08/15/2011 Administrative Attendance, Grades and Social Skills) Chairman End: Staff ACTION $ recognition as a means to encourage 05/31/2012 Community BUDGET: academic achievement for all Leaders students. District Staff Action Type: Alignment Teachers Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Professional Development Collaborate with staff and parents to Jason Crader, Start: provide an opportunity for extra Grade Level 08/15/2011 Administrative curricula activity instruction after Chairman End: Staff ACTION $ school as a means of enrichment in 05/31/2012 . District Staff BUDGET: art, science, chess, Destination Teachers Imagination and music for all Teaching Aids interested students. Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Collaboration between parents and Jason Crader, Start: staff to establish BOOST, an after- Grade Level 08/15/2011 Administrative school tutoring program, to provide Chairman End: Staff ACTION $ basic and below basic students extra 05/31/2012 Performance BUDGET: intervention in math. Assessments Action Type: Collaboration Teachers Action Type: Equity Teaching Aids Action Type: Parental Engagement ITotal Budget: II $01 !intervention: Flexible Group Instruction - Kindergarten - Fifth - Tiers II and III Intervention I htto://acsio.state.ar.us/cgi-bin/index.cgi?rm=report acsip&print=l 12/5/2011 ACSIP Page 28 of 50 Scientific Based Research: S. Zemelman
H. Daniels
A. Hyde
Best Practice New Standards for Teaching and Learning in America's School (1998)
M. Schmoker
The Results Fieldbook: Practical Strategies from Dramatically Improved Schools (2001)
Harcourt Arkansas Math Edition, 2007
TERC
Little Rock School District Math Curriculum Map
Children's Mathematics, Cognitive Guided Instruction, Carpenter, Thomas (1999) . !Actions :I Responsible JPerson ITimeline IIR esources I Source of Funds Identify students using test data to Rita Friend, Start: establish small flexible groups as a Grade Level 08/15/2011 . Performance means to individualize instruction for all Chair End: Assessments ACTION $ students. Move children from group to 05/31/2012 Teachers BUDGET: group with student advancement. Teaching Aids Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Determine the impact of flexible group Jason Crader, Start: instruction to move students to Grade Level 08/15/2011 . Performance proficiency by monitoring SOAR math Chairman End: Assessments ACTION $ assessments during RtI meetings, 05/31/2012 Teachers BUDGET: Cognitive Guided Instruction assessments and SAT-10 with socre of 85% expected. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Program Evaluation Collaborate with grade level teachers, Shanel Start: specialist and broker to assess individual Ditmore, 08/15/2011 Performance student needs through the SOAR Grade Level End: Assessments ACTION $ evaluation as a means to establish Chair 05/31/2012 Teachers BUDGET: groups and to teach student learning Teaching Aids expectations. Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity **Collaborate with second grade Linda Start: teachers specialist/broker to assess Corrigan, 08/15/2011 Administrative problem solving stategies using Grade Level End: Staff ACTION $ Cognitive Guided Instruction methods. Chairman 05/31/2012 . Performance BUDGET: Action Type: AIP/IRI Assessments Action Type: Alignment Teachers Action Type: Collaboration Teaching Aids Action Type: Equity Action Type: Professional Development **Collaborate with grade level team and Linda Start: broker to modify math curriculum to Corrigan, 08/15/2011 Administrative meet the student's instructional level as Grade Level End: Staff ACTION $ a means to improve math achievement Chair 05/31/2012 Performance BUDGET: for basic and below basic students, Assessments primarily economically disadvantaged. Teachers Action Type: AIP/IRI Teaching Aids Action Type: Alignment Action Type: Collaboration Action Type: Equity Collaboration between grade level Diane Start: teachers, coaches, and principal to Barksdale, 08/15/2011 . Administrative determine students progress on a Principal End: Staff ACTION $ quarterly basis using SOAR and the 05/31/2012 . Performance BUDGET: assessment wall to plan Response to Assessments Intervention strategies for low Teachers performing students. Teaching Aids Action Type: Alignment Action Type: Equity http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip&print=l 12/5/2011 ACSIP Page 29 of 50 First grade students will be assigned Sarah Elms, Start: work stations targeting individual needs First Grade 08/15/2011 . Performance on a weekly basis. Students performing Teacher End: Assessments ACTION $ at basic and below will work with 05/31/2012 Teachers BUDGET: teacher in a small group twice a week. !Total Budget: II $01 Intervention: Math/Science Family Night - Suellen DiMassimo-Math Specialist
Gene Williams - Science Specialist - Tier I Intervention I Scientific Based Research: Schussheim, Joan Ya res. Large Scale Family Math Nights: A Primer for Collaboration. January 2004, Volume 10, Issue 5, page 254, Teaching Children Mathematics. Connecting Mathematics Instruction with Families of Young Children. Diane W. Kyle, Ellen McEntire and Gayle More October 2001 Vol. 8, issue 2, p. 80 Teaching Children Mathematics. !Actions I Person : Responsible ITimeline IIR esources I Source of Funds Collaborate with students, staff and Suellen Start: parents to provide family math/science DiMassimo, Math 08/15/2011 Computers nights as a means to improve parent and Specialist, Gene End: Teachers ACTION $ child communication focused on math Williams, Science 05/31/2012 Teaching Aids BUDGET: skills for all students. Specialist Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Program Evaluation Collaborate with staff, students and Gene Williams, Start: parents to conduct Math and Science Science 08/15/2011 School Fairs as a means for all students to Specialist End: Library ACTION $ demonstrate learned math skills. Suellen 05/31/2012 Teachers BUDGET: Action Type: Alignment DiMassimo, Math Teaching Aids Action Type: Collaboration Specialist Action Type: Equity Action Type: Parental Engagement Determine the impact of Math/Science Suellen Start: Fairs and Family Math/Science Night and DiMassimo, Math 08/15/2011 Community Math Fair Week to improve parent/child Specialist End: Leaders ACTION $ communication and demonstration of 05/31/2012 . District Staff BUDGET: math/science skills by comparing . Performance attendance from previous years and by Assessments the number of Math/Science Fair Teachers projects submitted. Teaching Aids Action Type: Alignment Action Type: Collaboration Action Type: Parental Engagement Action Type: Program Evaluation !Total Budget: II $01 IIntervention: Small Cooperative grouping.: Suellen DiMassimo, Math Specialist -Tier II Intervention I Scientific Based Research: Cooperative Groups Abstract-Cooperative Groups, October 2003, Volume 9, Issue 2 MCMT. S. Zemel man
H. Daniels
A. Hyde
Best Practice New Standards for Teaching and Learning in America's Schools (1998)
M. Schmoker
The Results Fieldbook: Practical Strategies from Dramatically Improved Schools (2001). Payne, Ruby K. (2005) A Framework for Understanding Poverty, Kafele, Baruti K. (2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline II Resources I Source of Funds Collaborate with third and fifth grade Suellen Start: teachers and small groups of students to DiMassimo, 08/15/2011 . Administrative target specific math skills as a means to Math End: Staff ACTION $ raise the Benchmark scores for all Specialist 05/31/2012 . Teachers BUDGET: children. Teaching Aids Action Type: AIP/IRI Action Type: Alignment htto://acsio.state.ar.us/cgi-bin/index.cgi?rm=report acsip&print=l 12/5/2011 ACSIP Page 30 of 50 Action Type: Collaboration Action Type: Equity I II II II I Collaborate with all classroom teachers to Suellen Start: reinforce classroom instruction during DiMassimo, 08/15/2011 Teachers math lab as a means to encourage and Math End: Teaching Aids ACTION $ motivate all students' to improve their Specialist 05/31/2012 BUDGET: math skills. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact of targeting specific Suellen Start: math skills for teaching in small DiMassimo, 08/15/2011 Teachers cooperative groups and during math lab Math End: Teaching Aids ACTION $ to improve math scores of all students by Specialist 05/31/2012 BUDGET: 85% performing at or above the proficient level using a teacher made test from TL! that is aligned with the standards. Action Type: Program Evaluation Collaborate with all grade levels to deliver Suellen Start: Rt! to all identified student (African DiMassimo, 08/15/2011 Teachers American and economically Math End: Teaching Aids ACTION $ disadvantaged) to improve math Specialist 05/31/2012 BUDGET: knowledge. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity !Total Budget: II $01 !Intervention: Math problem solving in the early grades, June Joseph, Special Education Specialist - Tiers II and III Intervention Scientific Based Research: The 31st International Conference on Learning Disabilities in Dallas, TX: Responsive Assessment and Instructional Practices: Sessions to attend: Preventing Mathematical Difficulties in Early Grades: Interventions that Work! and Improving Mathematical Problems Solving for Students with Learning Disabilities. Payne, Ruby K. (2005) A Framework for Understanding Poverty, Kafele, Baruti K.(2009) Motivating Black Males to Achieve in School and Life. !Actions I Person : Responsible ITimeline IIResources I Source of Funds Attend Conferences on Learning Disabilities June Joseph, Start: specifically attend sessions on improving math Special 08/15/2011 Teachers skills and preventing math difficulties in the Education End: Teaching ACTION $ early grades in order to work with students to Specialist 05/31/2012 Aids BUDGET: show growth on math assessments at the building, district and state levels focused on African-American and economically disadvantaged students. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development **Determine the impact of conference June Joseph, Start: strategies used in inclusion groups to show Special 08/15/2011 Teachers growth of special education students in Education End: Teaching ACTION $ quarterly SOAR assessments and nine week Specialist 05/31/2012 Aids BUDGET: grade percentages. Action Type: Alignment Action Type: Collaboration Action Type: Program Evaluation Collaborate with fourth grade teachers in order IJJune Joseph, to form and service small math inclusion Special !Start: II 08/15/2011 Teachers II I http://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 31 of 50 groups, four days a week for 30 minutes, while Education End: Teaching ACTION implementing learning strategies from the 31st Specialist 05/31/2012 Aids BUDGET: $ International Conference on Learning Disabilities. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Professional Development Action Type: Special Education Chart growth using quartly SOAR assessments, June Joseph, Start: nine week grade percentages, and Compasss Special 08/15/2011 Teachers Learning lessons. Education End: Teaching ACTION $ Action Type: AIP/IRI Specialist 05/31/2012 Aids BUDGET: Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education Action Type: Technology Inclusion jTotal Budget: II $01 jintervention: Young Astronaut Lab - Charlotte Cook - Tier II Intervention I Scientific Based Research: 2006 Math Benchmark Released Item Booklet
Tate, Marcia L.(2003). Worksheets Don't Grow Dendrites: 20 Instructional Strategies That Engage the Brain. Thousand Oaks, CA: Corwin Press, Inc. Teachers College Press: Investigating Real Data in the Classroom Expanding Children's Understanding of Mathematics and Science
R. Lehrer and L. Schauble (2002) !Actions : Responsible I Person ITimeline IIR esources I Source of Funds **Collaborate with grade-level teachers to re- Charlotte Start: teach deficit math skills in Young Astronauts Cook, Young 08/15/2011 Teachers science lessons to provide examples of real life Astronaut End: Teaching ACTION $ usage and application of these skills as Specialist 05/31/2012 Aids BUDGET: determined from Benchmark exams for grades 3, 4, and 5 as a means to improve math skills. SOAR tests will be used to measure growth. Action Type: AIP/IRI Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Special Education **Determine the impact of math intervention Charlotte Start: for identified basic and below basic students Cook, Young 08/15/2011 Teachers through teacher observation of student Astronaut End: Teaching ACTION $ participation in application process in lab and Specialist 05/31/2012 Aids BUDGET: through student written narrative explaining the process and application. 85% will move to profiency on the SOAR test by the end of the school year. Action Type: Program Evaluation jTotal Budget: II $01 jintervention: Parent Involvement - Gene Williams, Science Specialist - Tier I Intervention I Scientific Based Research: Schussheim, Joan Yares. Large Scale Family Math Nights: A Primer for Collaboration. January 2004, Volume 10, Issue 5, page 254, Teaching Children Mathematics. Connecting Mathematics Instruction with Families of Young Children. Diane W. Kyle, Ellen McEntire and Gayle More October 2001 Vol. 8, issue 2, p. 80 Teaching Children Mathematics !Actions I Person : Responsible ITimeline 11R esources I Source of Funds Collaborate with staff, students and Gene Williams, Start: parents to sponsor Science Fair Nights Science Specialist 08/15/2011 . Community for students and parents as a means to End: Leaders ACTION $ motivate, encourage and teach the 05/31/2012 . District Staff BUDGET: process of construction of projects by . School Library http://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 32 of 50 all third, fourth and fifth grade Teachers students. Teaching Aids Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Collaborate with staff, students and Gene Williams, Start: parents to establish a Math/Science Science Specialist 08/15/2011 Administrative Family Night, to teach parents and Suellen End: Staff ACTION $ students hands-on activities and DiMassimo, Math 05/31/2012 District Staff BUDGET: provide families with take-home Specialist Teachers packets of activities to improve all Teaching Aids students achievement in math and science. Action Type: Alignment Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Determine the impact of parental Gene Williams, Start: involvement during Math/Science Science Specialist 08/15/2011 Administrative Family Night and Science and Math Suellen End: Staff ACTION $ Fairs to strengthen all students DiMassimo, Math 05/31/2012 Community BUDGET: science/math knowledge by tabulation Specialist Leaders of a parent/student survey. District Staff Action Type: Alignment Teachers Action Type: Parental Engagement Teaching Aids Action Type: Program Evaluation !Total Budget: II $01 jintervention: Cooperative Grouping - Gene Williams, Science Specialist - Tiers II and III Intervention I Scientific Based Research: Cooperative Groups Abstract-Cooperative Groups, October 2003, Volume 9, Issue 2 MCMT. National Council of Teachers of Mathematics
2000 Principals and Standards for School Mathematics (NCTM 2003)Payne, Ruby K. (2005) A Framework for Understanding Poverty, Kafele, Baruti K.(2009) Motivating Black Males to Achieve in School and Life. !Actions : Responsible I Person ITimeline IIR esources I Source of Funds Collaborate with fifth grade teachers and Gene Start: small groups of students to target specific Williams, 08/15/2011 Teachers math and literacy skills as a means to Science End: Teaching Aids ACTION $ raise Benchmark scores of all students Specialist 05/31/2012 BUDGET: focusing on African-American and economically disadvantaged. Action Type: Alignment Action Type: Collaboration Action Type: Equity Determine the impact of the small group Gene Start: instruction by reviewing the SOAR Williams, 08/15/2011 . Performance assessments, Benchmark scores and Science End: Assessments ACTION $ through periodic teacher made Specialist 05/31/2012 Teachers BUDGET: assessments. Teaching Aids Action Type: Alignment Action Type: Collaboration Action Type: Program Evaluation jTotal Budget: II $01 Intervention: Integrated Curriculum and Professional Development Workshops in Math - Teri Hughes, Music Specialist Tier I Intervention Scientific Based Research: Druyan, S.(2005) "Effects of Kinesthetic movement and memorization of multiplication tables," Journal of Music Educators National Conference. 78. The Singing Reading Connection. Shirley Handy. Los Angeles, CA: 2002. Threshold to Music. Eleanor Kidd. New York, NY. 2004 !Actions IIIPerson : Responsible ITimeline IIR esources I Source of Funds http ://acsip.state.ar. us/cgi-bin/index.cgi ?rm=report _ acsip&print= 1 12/5/2011 ACSIP Page 33 of 50 Collaborate with students and staff to Teri Hughes, Start: include math activities learned throu
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<dcterms_creator>Arkansas. Department of Education</dcterms_creator>