School Plan - Blytheville Public Schools

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip Supporting Data: 1. 2. 3. 4. In 2011-2012, Central Elementary School is a Needs Improvement School, because we did not meet performance or growth Annual Measurable Objectives (AMOs) for all students and Targeted Achievement Gap Group (TAGG). Math 2012 performance is 60.38, 2012 AMO is 71.66 a difference of 11.28 therefore Math is classified as Needs Improvement. 3rd grade Benchmark 2011-Math Percent of Students scoring Proficient/Advanced: 2012 ESEA AMOs Math Performance 60.38% of All Students 60.38% of TAGG 55.38% of African American Students 78.95% of Caucasian Students 60.38% of Econ. Disadvantaged Students 14.63% of Students with Disabilities 64.29% of Hispanic 58.38% of EL 2012 ESEA AMOs Math Growth 46.01% of All Students 46.01% of TAGG 46.68% of African American Students 61.54% of Caucasian Students 46.01% of Econ. Disadvantaged Students 28.57% of Students with Disabilities In 2010-2011,Central Elementary was in State Direct (SD-6) because our students did not meet AYP in Math and Literacy. A 3 year plan has been submitted for struggling learners. 3rd grade Benchmark 2011-Math Percent of Students scoring Proficient/Advanced: 72% of Combined Students 68% of African American Students 81% of Caucasian Students 72% of Econ. Disadvantaged Students 19% of Students with Disabilities The weakest area in Math for Combined Population, African American, Caucasian, Economically Disadvantaged, was Measurement; Geometry Open Response. In 2009-2010, Central Elementary is in school improvement 5 because our students did not meet AYP in Math and Literacy. 3rd grade Benchmark 2010-Math Percent of Students scoring Proficient/Advanced: 65% of Combined Students 59% of African American Students 87% of Caucasian Students 65 % of Econ. Disadvantaged Students 11% of Students with Disabilities The weakest area in Math for Combined Population, African American, Caucasian, Economically Disadvantaged, was Measurement; Geometry open response. During the spring of 2012, all first and second grade students took the Iowa Test of Basic Skills (ITBS). This was the second year for students to participate in this testing. According to test results, 24.2% of all first graders scored at or above proficient. 24.2% of combined population 31.0% of African American students 55.3% of Caucasian students 25.0% of Hispanic students 5.6% of SI students The weakest area is Algebraic Concepts (Relationships and Trends and Multiple-Step). According to test results, 18.2% of all second graders scored at or above proficient. 24.2% of combined population 15.9% of African American students 48.8% of Caucasian students 33.3% of Hispanic students 16.7% of SI students The weakest area is Problem Solving. 5. During the spring of 2011, all first and second grade students took the Iowa Test of Basic Skills (ITBS). This was the first year for students to participate in this testing. According to test results, 33.5% of all first graders scored at or above proficient. 33.5% of combined population 27.2% of African American students 55.9% of Caucasian students 31.3% of Hispanic students 12.5% of SI students 26 of 69 10/11/2012 1:45 PM
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip 6. 7. 8. 9. 10. 11. 12. The weakest area is Problem Solving (Relationships and Trends 35% and Multiple-Step 38%). According to test results, 18.2% of all second graders scored at or above proficient. 18.2% of combined population 13.6% of African American students 34.8% of Caucasian students 0.0% of Hispanic students 12.5% of SI students The weakest area is Problem Solving (Approaches and Procedures (25%) and Multiple-Step Problems (30%). During the spring of 2010, all first and second grade students took the SAT10 exam. This was the third year for students to participate in this testing. First grade students scored: 41.5% on Mathematics Problem Solving According to test results, 40.0% of all first graders scored at or above proficient. From the subskills or skill clusters reported, the weakest area in first grade was measurement. Second grade students scored: 44% on Mathematics Problem Solving According to test results: 29.0% of all second graders scored at or above proficient. From the subskills or skill clusters reported, the weakest areas in second grade were geometry and measurement. Iowa Test of Basic Skills for Spring 2011: Percentage of students scoring Proficient/ Advanced: 61.0% of combined population 47.2% of African American students 82.1% of Caucasian students 37.5% of Hispanic students 36.0% of SI students The item analysis summary indicated that Problem Solving was the weakest subtest with single-step operations being the lowest scoring item. Overall, the lowest performing item for the combined population was one to one correspondence in the Number Properties and Operations subtest. Metropolitan8 for Spring 2010 for BKC: Percentage of Kindergarten Students Scoring At/Above the National 50th PR: 40% of Combined Population 63% of Caucasian Students 35% of African American Students 33% of Hispanic Students 100% of Asian/Pacific Islander Students 35% of IEP Students The item analysis summary for this assessment indicated that the combined population of students scored the lowest on the cluster for reasoning. The items in this cluster required students to solve problems using logical reasoning and numerical reasoning. 57% of the students scored below average. Math Assessment Data for the 2011-2012 school year: Beginning of year data: 21% Counting (low risk) 12% Number Indentification (low risk) End of year data: 77% Counting (low risk) 61% Number Indentification (low risk) 51% Missing Number (low risk) 39% Quantity Discrimination (low risk) The data indicates that the students have increased in all three areas since last year. Math Assessment Data for the 2010-2011 school year: Beginning of year data: 89% Counting 70% Next Number Fluency End of year data: 89% Counting 76% Recognizing Numbers 86% Next Number Fluency The data indicates that the students have increased in all three areas since last year. Math Assessment Data for the 2009-2010 school year: Percentage of Students Proficient 70% Counting 70% Recognizing Numbers 69% Next Number Fluency The data indicates that the students have increased in all three areas since last year. Blytheville Kindergarten Center participated in a Scholastic Audit in the fall of 2012. Blytheville Primary School participated in a Scholastic Audit in 2010-2011. The data is in the restructuring section. Blytheville Primary School is a feeder school for Central Elementary School. Using data from AS-IS and NORMES, the average daily attendance was 94.83% in 2009-2010, and 94.83% in 2010-2011, and 95% in 2011-2012. Data from The Learning Institute, Interim Assessments in 2011-2012 showed the weakest area for 1st grade is Operations and Algebraic Thinking and for 2nd grade it is Measurement. In the Operations and Algebraic Thinking strand, the weakest area is using addition and subtraction within twenty to solve word problems(33% correct). In second grade the weakest area is Measurement, which is estimating lengths using units of inches, feet, centimeters and meters (9% correct). Data from The Learning Institute, Interim Assessments in 2010-2011 showed the weakest area for 27 of 69 10/11/2012 1:45 PM
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School Plan - Blytheville Public Schools

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