School Plan - Blytheville Public Schools

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip disruptions, and fighting. Cool tools which address those behaviors will be taught several times during the 2012-2013 school year Action Type: Collaboration Action Type: Parental Engagement Action Type: Professional Development Action Type: Program Evaluation Action Type: Technology Inclusion (K-2) Host the Blytheville Leadership Group during the group's educational tour and promote community involvement within the school. Action Type: Collaboration (K-2)A SWIS Data Collection system will be provided to track discipline by referral, teacher, location, behavior, and time which will enable us to provide specific feedback so students can improve in math and literacy. Action Type: Collaboration Action Type: Technology Inclusion Action Type: Title I Schoolwide (K-2) A Behavior Matrix will be placed in the hallways and cafeteria as a reminder of the expected behaviors for PBIS. Action Type: Collaboration Action Type: Technology Inclusion Action Type: Title I Schoolwide (K-2) Students will participate in various activities during monthly counseling classes and events such as Red Ribbon Week to promote a safe and drug free school. Action Type: Wellness (K-2) SCHOOLWIDE REFORM STRATEGY: Continue to implement Positive Behaviorial Intervention and Support (PBIS) to provide intervention and support to troubled students. The Social Skills Rating System will be used to obtain a more complete picture of students' social behaviors. The information will be used to help plan appropriate behavior interventions. Materials will be purchased to promote positive behavior school wide that will influence achievement in math and literacy. Action Type: Collaboration Action Type: Equity Action Type: Title I Schoolwide (K) Materials and supplies will be purchased to recognize the student's positive behavioral choices during the entire school year to create a positive climate throughout the school building. Action Type: Title I Schoolwide Jon Fulkerson, Assistant Principal John Whitaker, Counselor; Lavonda Newsome, PBIS Coach Michelle Hepler; Lavonda Newsome, PBIS Coaches John Whitaker, Counselor, Marc Sherrell; Assistant Principal Michelle Hepler; Lavonda Newsome, PBIS Coaches Gregg Yarbrough, Principal; Marc Sherrell, Assistant 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 Start: 07/01/2012 End: 06/30/2013 Administrative Staff Community Leaders Teachers Administrative Staff Computers Teachers Administrative Staff Computers Teachers Teaching Aids Administrative Staff Teachers Administrative Staff Teachers Teaching Aids Administrative Staff Teaching Aids ACTION BUDGET: $ Title I - Purchased Services: ACTION BUDGET: $600.00 $600 ACTION BUDGET: $ ACTION BUDGET: $ Title I - Materials & Supplies: ACTION BUDGET: Title I - Materials & Supplies: ACTION BUDGET: $9500.00 $9500 $1250.00 $1250 Total Budget: $11900 Priority 6: To increase student achievement in the four tested areas of listening, speaking, reading, and writing as assessed by the English Language Development Assessment (ELDA) for English Language Learners (ELL). 52 of 69 10/11/2012 1:45 PM
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip Supporting Data: Goal Benchmark 1. 2. 3. ELDA for Spring 2012 5 kindergarten students were tested Data results (5 = Fully English Proficient; 1 = Pre-Functional) Less than 1% Level 5, 80% in Level 4, 20% in Level 2. The ELDA data revealed the greatest level of proficiency was in Listening followed by Speaking, Writing, and Reading, with Reading Comprehension being the lowest area, more strategies need to be used to help students derive meaning from what is read. The Spring ELDA 2012 data indicates that in grade one, four students scored level 4, one at level 3, and two at level 2. In grade 2, two scored at level 5, 5 at level 4, and 4 at level 3. The ELDA date revealed the greatest level of proficiency was in listening followed by speaking, writing, and then reading. ELDA for Spring 2011 5 kindergarten students tested Data results (5 = Fully English Proficient; 1 = Pre-Functional) 0% Level 5 in Listening 80% Level 4 in Listening 40% Level 5 in Speaking 0% Level 4 in Speaking 0% Level 5 or 4 in Reading 0% Level 5 or 4 in Writing 0% Level 5 or 4 in Comprehension After analyzing the data for the last 3 years, it was noted that the Spring 2011 scores were the lowest for ELDA testing in 3 years. Fewer students were tested which had some impact on the scores. In the Spring 2010, 47% of students in listening, 20% of students in reading, 33% of students in writing, and 20% of students in comprehension were fully English proficient compared to 0% on all of these subtests in Spring 2011. Speaking was the only subtest which showed students being fully English proficient in Spring 2011. A teacher who is trained in ELL instruction has been added to the staff. In 2011, there were a total of 11 first grade English Language Learners. 91% scored proficient in listening, speaking, reading, comprehension, and 82% were proficient in writing. In second grade, there were a total 7 English Language Learners. 86% scored proficient in listening, 43% in speaking, 57% in reading, 29% in writing, and 57% in comprehension. ELDA for Spring 2010 15 kindergarten students tested. Data results: 47% Fully English Proficient in Listening 53% Fully English Proficient in Speaking 20% Fully English Proficient in Reading 33% Fully English Proficient in Writing 20% Fully English Proficient in Comprehension In 2010, there were a total of 7 first grade English Language Learners. 43% scored proficient in listening, reading, and comprehension and 14% in speaking, and 0% in writing. In second grade, there were a total of 7 English Language Learners. 86% scored proficient in listening, 100% in speaking, 43% in reading, 71% in writing, and 43% in comprehension. All English Language Learner students will demonstrate an improvement in their knowledge of vocabulary words which will directly impact their comprehension skills and increase their FEP (Fully English Proficient) score in listening, speaking, reading, and writing. Blytheville Primary School (BPS) will increase the number of English Language Learners scoring Fully English Proficient (FEP) by 10%. Intervention: ACADEMIC PERFORMANCE: Use research based strategies and accommodations along with professional development for both regular education and special education teachers to place and maintain English Language Learners in the regular class. Scientific Based Research: Asher, J.A. (1981). Comprehension Training: The evidence from laboratory and classroom studies. In H. Winitz (Ed.), The comprehension approach to foreign language teaching (pp. 187-222). Rowley, MA: Newbury House Publishers. Diller, K.C. (1981) Neurolinguistic clues to the essentials of a good language teaching methodology: comprehension, problem solving and meaningful practice. In H. Winitz (Ed.). The comprehension approach to foreign language teaching (pp.141-153). Rowley, MA: Newbury House Publishers Hill, Jane D., Ann Flynn, Kathleen M. (2006). Classroom Instruction That Works with English Language Learners. Alexandria, Virginia: Association for Supervision and Curriculum Development. Krashen, S.D. (1997). Foreign language education: The easy way. Culver City, CA: Language Education Associates. Lee, J.F. & VanPatten. (1995). Making Communicative Teaching Happen. New York: McGraw Hill. Nord, J.R. (1981) Three steps leading to listening fluency: A beginning. In H. Winitz (Ed), The comprehension approach to foreign language teaching (pp. 69-100). Rowley, MA: Newbury House Publishers. Tomlinson, Carol Ann. (2001). How to Differentiate Instruction in a Mixed Ability Classroom (Second Edition). Alexandria, Virginia: Association for Supervision and Curriculum Development. Winitz, H. (1981) A reconsideration of comprehension and production in language training. In H. Winitz (Ed.), The comprehension approach to foreign language teaching (pp. 101-140). Rowley, MA: Newbury House Publishers. Actions (1-2) Materials will be used for teachers, tutors and counselors working with ELL students to promote proficiency in literacy and math. Action Type: Collaboration Person Responsible Marc Sherrell, Principal; Missy Bullard, First Grade Teacher; Timeline Resources Source of Funds Start: 07/01/2012 End: 06/30/2013 Outside Consultants Teachers ELL (State-276) - Materials & Supplies: $213.00 53 of 69 10/11/2012 1:45 PM
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School Plan - Blytheville Public Schools

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