School Plan - Blytheville Public Schools

ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip
that there are no gaps in the instruction.
Formative and summative assessments are
aligned to the curriculum.
Action Type: Alignment
Action Type: Collaboration
Action Type: Technology Inclusion
(K) ACADEMIC PERFORMANCE (2): Data
from DIBELS Next Benchmark Assessments,
DIBELS Progress Monitoring Assessments,
Qualls Early Learning Inventory, Math
mClass Benchmark Assessments , and Math
Progress Monitoring Assessments is
analyzed throughout the school year.
Renaissance STAR Early Literacy diagnostic
assessments will be used in the computer
lab at different intervals throughout the
school year to pinpoint areas of student
weaknesses in phonological awareness. The
Leadership Team analyzes the data during
monthly meetings and discusses possible
students who need to be tracked using a
RTI with input from the classroom teacher.
Classroom teachers collaborate weekly to
discuss their student data and ways to
improve student academic performance by
using research based strategies. The
Instructional Facilitator meet with the
interventionists regularly to discuss lessons
based on the student’s needs and level of
academic performance. Analysis by the
school staff and JBHM consultant of
secondary indicators such as a high rate of
student absenteeism, excessive tardy rates,
high mobility, discipline problems from
SWIS data, etc, result in actions designed to
curtail these problems. During the current
year, these actions include professional
development (review of principles of
Teaching With Poverty in Mind, Respecting
Cultural Differences by D. Harris), PBIS, and
notes addressing the problem to the
parents/guardians of the students.
Action Type: Professional Development
(K) ACADEMIC PERFORMANCE (3): Analysis
of the data revealed that the SI Student
subpopulation scored lowest in literacy skills
on the IOWA standardized assessment. The
item-by-item analysis revealed that the
whole student population performed the
lowest on reading words using picture cues.
One of the lowest subtests was the
Vocabulary which has always been a weak
area for our students due to low SES. Slight
gains in vocabulary are being made each
school year but it still remains a focal point
of instruction throughout the day. To
monitor for growth, each classroom teacher
uses DIBELS Next Progress Monitoring
portfolios that contain trajectories to track
student gains bi-monthly or monthly
depending on the student’s scores. The
Literacy Instructional Facilitator will assist
classroom teachers in the creation of
assessments for the current school year that
assesses specific skills that data analysis
has revealed to be the lowest. The SI
student subpopulation scored lowest in
math skills on the IOWA. The lowest subtest
was determined to be Problem Solving with
Gregg
Yarbrough,
Principal;
Marc
Sherrell,
Assistant
Principal
Gregg
Yarbrough,
Principal;
Marc
Sherrell,
Assistant
Principal
Start:
07/01/2012
End:
06/30/2013
Start:
07/01/2012
End:
06/30/2013
Administrative
Staff
District Staff
Outside
Consultants
Performance
Assessments
Teachers
ACTION BUDGET: $
Performance
Assessments ACTION BUDGET: $
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