School Plan - Blytheville Public Schools

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
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