School Plan - Blytheville Public Schools

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip Goal Benchmark 1st grade is Algebra and for 2nd grade is Measurement. In the Algebra strand, the weakest area was Patterns (49%) and in the Measurement strand, the weakest area was Money (44%). According to 2008-2009 data from The Learning Institute, Interim Assessments. The weakest area for 1st grade is Measurement and 2nd grade is Geometry. In the Measurement Strand in 2009-51% and 2010-35%. Data for 2nd grade shows Math Overall percentiles were 2009-40%. In the Geometry strand in 2009-39% and 2010-30%. Kindergarten students will demonstrate an improvement in their ability to use one-to-one correspondence through counting collections and will develop automaticity in number fluency. First grade will focus on Algebraic Concepts (solving number sentences, understanding numerical patterns, use operational symbols, and number sentences to model situations). Second grade will focus on Number Properties and Operations (place value, estimating numbers, comparing numbers, ordering numbers, and creating/interpreting representation of numbers. By the end of the 2012-2013 school year 71.66% of students will score proficient or advanced on the Benchmark exam. Currently 69.08% of students were proficient in Math on the Benchmark exam of 2012. Intervention: ACADEMIC PERFORMANCE: Implement various instructional methods, a variety of manipulatives, and high yield strategies to improve math proficiency with/without the use of technology. Scientific Based Research: Barkley, S., (2005). Quality Teaching in a Culture of Coaching. Lanham, MD: Rowman and Littlefield Education. Baroody, A.. J. (2006). “Mastering the Basic Number Combinations.” Teaching Children Mathematics, 13, 22-31. Burns, M. (2005). “Building a Teaching Bridge from Reading to Math.” Leadership Compass, 3, 1-3. Burns, M. (2005). “Lessons by Marilyn Burns-Using Storybooks To Teach Math.” Scholastic Instructor, 27-30. Burns, N. (2007, Nov.), "Nine Ways to Catch Kids Up", Educational Leadership. Calegari, N., & Moulthrop, D. (2006). “Lead Don’t Lecture.” Edutopia, 51-53. Carpenter, Thomas P.,& Fennema, Elizabeth & Franke, Megan Loef & Levi, Linda & Empson, Susan B. (1999) " Children's Mathematics, Cognitively Guided Instruction" Porstmouth, NH: Heinman, NCTM Covington, L., & Taylor, R. (Fall/Winter 2005-2006). “Mathematics Leadership Needed to Close The Achievement Gaps: A Commentary on a Critical Issue in Mathematics Education.” National Center of Science and Math Journal, 4-5. ETA Cuisinare (2006). "Hands on Standards The First Source for Introducing Math Manipulatives (Grades 1-2)." ETA, 1-184. Henson, Will Psy. D. (2008). Behavior Support Strategies for Education Paraprofessionals. Herrera, T. (2005). “Marilyn Burns Talks about Todays Classrooms.” The NCTM Standards, 3, 1-4. Keeley, P., & Rose, C. M. (2006). Mathematics Curriculum Study. Thousand Oaks, CA: Corwin Press. Learning Resources (2006). "Hands on standards, photo-illustrated lessons for teaching with math manipulatives (Grades PreK- 2)." Vernon Hills,IL Marzano, R.J., Pickering, D.J., &, Pollock, J.E. (2001). Classroom Instruction That Works. Alexandria, VA: Association for Supervision and Curriculum Development. Stiff, L. V. (2005, October). "Making calculator use add up." NCTM. Retrieved August 23, 2007, from http://www.nctm.org. Van de Walle, J., & Lovin, L. H. (2006). Teaching Student Centered Mathematics Grades K-3. Boston, MA: Pearson Education. Whitin, D. J. (2006). “Problem Posing in the Elementary Classroom.” Teaching Children Mathematics, 13, 14-18. Actions (1-2) COLLABORATION: To improve student outcomes in math, cross grade level meetings will be held to determine any gaps or redundancies in the curriculum and vertical alignment. Action Type: Alignment Action Type: Collaboration Person Responsible Diane Jenkins, Math Instructional Facilitator Timeline Resources Source of Funds Start: 07/01/2012 End: 06/30/2013 District Staff Teachers ACTION BUDGET: $ 28 of 69 10/11/2012 1:45 PM
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip Action Type: Title I <strong>School</strong>wide (1-2) NEEDS ASSESSMENT/POINT- IN-TIME REMEDIATION: The results of the ITBS will be used to determine the students who will receive interventions. AIP's will be developed with parental involvement through the TLI website for students needing them. Interventions will be provided on a daily basis until mastery is achieved. Regular assessments will be administered to those students and the data will be analyzed during RTI meetings.(supplemental to Act 397) Action Type: AIP/IRI Action Type: Collaboration Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion (1-2) 1 @ 1.0 FTE (Tanya Mitchell)paraprofessional will serve as the computer lab manager to help improve mathematical skills through technology for all students. The computer lab manager will assist with the administering of STAR Math. She will also help with interventions using Math Facts in a Flash, Accelerated Math and i-Ready. Action Type: Equity Action Type: Technology Inclusion Action Type: Title I <strong>School</strong>wide (1-2)PROFESSIONAL DEVELOPMENT/INSTRUCTION FROM HQT/MAINTAINING HQT/COLLABORATION: Utilize 1 @ 1.0 FTE(Diane Jenkins)on-site math instructional facilitator to provide professional development to all teachers on the math program with a focus on problem solving. The facilitator will purchase appropriate instructional materials, professional literature, assessment materials, and general supplies to support the teachers in the math program to improve math proficiency with/without the use of technology. Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion All teachers and principals will attend at least 60 hours of professional development including 6 hours of technology, 2 hours of Arkansas History, and 3 hours of Parental Involvement. Action Type: Collaboration Action Type: Professional Development Action Type: Technology Inclusion (1-2) NEEDS ASSESSMENT/TIMELY AND EFFECTIVE REMEDIATION/PROFESSIONAL DEVELOPMENT/ALIGNMENT /COLLABORATION: A partnership with Diane Jenkins, Math Instructional Facilitator; Tanya Mitchell, Math Interventionist Gregg Yarbrough, Principal Gregg Yarbrough, Principal Gregg Yarbrough, Principal Diane Jenkins, Math Instructional Facilitator Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Computers Performance Assessments Teachers Teaching Aids Computers Performance Assessments Computers Teachers Computers Outside Consultants Teachers Outside Consultants ACTION BUDGET: $ Title I - Employee Salaries: Title I - Employee Benefits: ACTION BUDGET: Title I - Materials & Supplies: NSLA (State-281) - Materials & Supplies: $13135.00 $2890.00 $16025 $2000.00 $7500.00 NSLA (State-281) $10631.00 - Employee Benefits: NSLA (State-281) $44294.00 - Employee Salaries: ACTION BUDGET: $64425 ACTION BUDGET: $ NSLA (State-281) - Purchased Services: $7246.00 29 of 69 10/11/2012 1:45 PM
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School Plan - Blytheville Public Schools

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