School Plan - Blytheville Public Schools

ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip
are used. An identified weakness
during the 2010-2011 school year
was the lack of a consistency in math
vocabulary across the classrooms. To
strength vocabulary instruction, a set
of vocabulary word flashcards was
purchased from Harcourt that aligned
with the basal.
3. Math Assessment Data for the
2011-2012 beginning of year school
data for kindergarten: 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.
At the end of the 2011-2012 school
year, teachers had developed a
greater awareness of the need for
manipulatives to provide hands-on
instruction. Academic gains for all
subtests. During this school year, a
research-based standardized math
test has been purchased with the use
of iPads that assesses rigorous math
instruction which aligns with Common
Core Standards.
4.Eight teachers and the math
facilitator are enrolled in CGI training.
Action Type: Program Evaluation
Total Budget: $176354
Priority 3:
Supporting
Data:
Goal
Benchmark
To continue to monitor the triggered area of out of school suspensions (discipline) based upon the
Arkansas Department of Education Monitoring/ACSIP Special Education 2010-2011 District Data.
1.
2.
Results from the 2008-2009 focused monitoring report indicated that the district's percentage of
special education students in the regular education class 80% or more of the day is 15.82%. The
benchmark for LRE is 42.05% with the standard deviation of 12.29%. The trigger value of LRE is
29.76% and the District has less than 29.76% of the special education students in regular class at
least 80% of the school day which falls in the triggered range. At the present time, all third
through eighth grade students receive science and social studies in the regular ed classroom.
The 2008-2009 data shows, although Blytheville School District was triggered for LRE, the data for
Blytheville Primary School reveals that 52.4% of the Special Education students receive 80% of
regular ed class time. BPS is not triggered in LRE but we will continue to monitor.
Based upon Arkansas Department of Education Monitoring/ACSIP Special Education 2009-2010
District Data, BPS is not triggered in LRE but will continue to monitor.
In 2011-2012, BPS out of school suspensions for 10 or mor days was 0% of the total student
population and 0% of special education student population. During 2011-2012, the results from
the monitoring data indicated 0% of special education population was suspended for 10 days or
more. Therefore, BPS displine does not indicate a triggered area.
According to the 2007-2008 and 2008-2009 focused monitoring data, racial disparity is no longer a
triggered area. We will continue to monitor.
Based upon Arkansas Department of Education Monitoring/ACSIP Special Education 2009-2010
District Data, BPS is not triggered in racial disparity but will continue to monitor.
During the 2012-2013 , BPS will continue to monitor the number of out of school suspensions/expulsions
(discipline) of special education students.
During the 2012-2013 school year, BPS will maintain the 0% of special education students
suspended/expelled and/or maintain the 1.24% above the percent of suspended/expelled regular
education students.
38 of 69 10/11/2012 1:45 PM