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. 5. 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). Literacy 2012 performance is 68.26, 2012 AMO is 60.43 therefore Literacy if classified as Achieving. 2012 ESEA AMOs Literacy Performance 68.26% of All Students 68.26% of TAGG 65.23% of African American Students 78.95% of Caucasian Students 68.26% of Econ. Disadvantaged Students 19.15% of Students with Disabilities 71.43% of Hispanic 66.67% of ELL 2012 ESEA AMO”s Literacy Growth 84.51% of All Students 84.51% of TAGG 82.93% of African American Students 87.18% of Caucasian Students 84.51% of Econ. Disadvantaged Students 57.14% of Students with Disabilities 3rd grade Benchmark 2011 Central Elementary School is in State Directed (SD)-6 because the students did not meet AYP in literacy and math. A three year plan has been submitted for the struggling learners. Percent of Students Scoring Proficient/Advanced: 52% of Combined Students 67% of African American Students 70% of Caucasian Students 52% of Econ. Disadvantaged Students 10% of Students with Disabilities The weakest areas in reading for Combined Population, African American, Caucasian, Economically Disadvantaged, and Students with Disabilities were Literary and Content Passage Multiple Choice and Practical Passage Open Response. The weakest area in writing for all subpopulations is writing content and style. 3rd grade Benchmark 2010 Literacy Percent of Students Scoring Proficient/Advanced: 50% of Combined Students 44% of African American Students 76% of Caucasian Students 50% of Econ. Disadvantaged Students 0% of Students with Disabilities The weakest areas in reading for Combined Population, African American, Caucasian, Economically Disadvantaged, and Students with Disabilities were Practical Passage Multiple -Choice and Practical Open Response. The weakest area in writing for all subpopulations is writing content and style During the spring of 2012, all first and second graders took the Iowa Test of Basic Skills (ITBS). This is the second year for students to participate in this testing. First grade students scored: 44% on Total Reading and 38% on Total Language. According to the test results, 34.7% of all first grader scored at or above proficient in Total Reading and 35.6% in Total Language. The weakest area is Vocabulary and Grammar. Second grade students scored 29% on Total Reading and 23% in Total Language. According to the test results, 28.6% of all second graders scored at or above proficient in Total Reading and 14.9% in Total Language. The weakest area is Vocabulary and Grammar. (Kdgn)Iowa Test of Basic Skills for Spring 2011: Percentage of Students Scoring At/Above the 50th Percentile Level: READING: 84.0% of Combined Population 84.0% of African American Students 75.0% of Hispanic Students 97.4% of Caucasian Students 72.0% of SI Students LANGUAGE: 80.0% of Combined Population 81.9% of African American Students 87.5% of Hispanic Students 94.9% of Caucasian Students 72.0% of SI Students VOCABULARY: 44.0% of Combined Population 38.4% of African American Students 50.0% of Hispanic Students 74.4% of Caucasian Students 24.0% of SI Students The item analysis summary for this assessment indicates that the combined population of students 2 of 69 10/11/2012 1:45 PM
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip 6. scored the lowest on reading words using picture cues which was at 45%. Several percentages below this cluster was the vocabulary portion of the test that had a 47% which is normally one of our lowest performing areas. However, no solid conclusive results can be obtained from the standardized test data due to the fact that we have not taken the same test for 3 years in a row. During the 2011-2012 school year, we will focus on professional development and material purchases that support the implementation of the six thematic units of Common Core. Iowa Test of Basic Skills was given to all first grade in the Spring 2011: Percentage of Students Scoring At/Above the 50th Percentile Level: READING: 28.9% of Combined Population 25.4% of African American Students 18.8% of Hispanic Students 44.2% of Caucasian Students 25.0% of SI Students LANGUAGE: 38.9% of Combined Population 33.6% of African American Students 31.3% of Hispanic Students 60.5% of Caucasian Students 0.0% of SI Students VOCABULARY: 21.5% of Combined Population 18.3% of African American Students 6.3% of Hispanic Students 37.2% of Caucasian Students 25.0% of SI Students The item analysis summary for this assessment in 1st grade indicates that the combined population of students scored the lowest on Analysis and Generalization in Story Comprehension (24%). Iowa Test of Basic Skills was given to all second grade in the Spring 2011: Percentage of Students Scoring At/Above the 50th Percentile Level: READING: 22.6% of Combined Population 18.3% of African American Students 0.0% of Hispanic Students 36.1% of Caucasian Students 12.5% of SI Students LANGUAGE: 18.2% of Combined Population 14.3% of African American Students 0.0% of Hispanic Students 32.9% of Caucasian Students 12.5% of SI Students VOCABULARY: 17.8% of Combined Population 12.6% of African American Students 0.0% of Hispanic Students 34.0% of Caucasian Students 0.0% of SI Students The item analysis summary for this assessment in 2nd grade indicates the combined population of students scored the lowest on Verbs in the Vocabulary section (9%). The vocabulary portion of the test contiinues to be the lowest performing area for 1st and 2nd grades. Metropolitan8 was given in the Spring of 2010 for kindergarten. The percentage of kindergarten students Scoring At/Above the National 50th PR: 50% of Combined Population 100% of Asian/Pacific Islander Students 46% of African American Students 40% of Hispanic Students 68% of Caucasian Students 29% of IEP Students The item analysis summary for this assessment indicated that the combined population of students scored the lowest on ending consonant sounds. This test cluster required the students to match a given word to the picture of an object that ended with the same consonant sound(s). 40% of our students scored below average. 3 of 69 10/11/2012 1:45 PM
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School Plan - Blytheville Public Schools

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