School Plan - Blytheville Public Schools

ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip
single-step operations being the lowest
scoring item under that category for the
item-by-item analysis. However, the lowest
scoring item on the whole assessment was
one-to-one correspondence in the Number
Properties & Operations subtest. This item
was also low across the nation as shown by
the national percentile listed. The Math
Benchmark assessments revealed that all
students scored lowest in next number
fluency. The Math Instructional Facilitator
will assist classroom teachers in the creation
of classroom assessments to monitor
student growth. The tracking of each
student’s attendance and discipline data will
determine if it is a contributing factor to a
student’s lack of academic growth. An
assessment wall used during Leadership
Meetings and teacher collaboration will track
the classroom and student growth in
reading readiness skills and math skills.
Action Type: Alignment
Action Type: Collaboration
(K) ACADEMIC PERFORMANCE (4): The
implementation of targeted research-based
practices will meet the specific needs of the
subpopulations. Utilization of Marzano’s Nine
High-Yield Strategies during the instruction
block for literacy and math will increase
subpopulation scores. All teachers will use
the explicit teaching model that includes the
explanation, modeling, guided practice, and
independent practice. Teacher lesson plans
will reflect the use of best practices and
strategies to teach the lesson.
(K) ACADEMIC PERFORMANCE (5):
Assessment of student learning will be
frequent with standards-based assessments.
DIBELS Next Benchmark Assessments and
Progress Monitoring Assessments aligned
with the state standards track student
growth. Student skill levels determine how
often these assessments are used. Teachercreated
literacy assessments that target
specific skills aligned with Common Core
Standards will be used to assess student
mastery and teach students test-taking
strategies. Beginning this year, mClass
math screening assessments and progress
monitoring assessments will be used to
assess foundational math skills.
Action Type: Alignment
(K) ACADEMIC PERFORMANCE (6):
Additional time on task provided by the
classroom teacher, paraprofessional
interventionists, and certified interventionist
offers reinforcement of skills to promote
mastery. The classroom teacher reinforces
skills taught in whole group instruction
during small assisted group instruction to
the lowest academic performing students in
each classroom. The students that master
the skills in whole group instruction receive
enrichment during small assisted group
instruction. The paraprofessional also
provides interventions for the same skills to
the lowest performing students. Those
students classified as “At Risk” after taking
Gregg
Yarbrough,
Principal;
Marc
Sherrell,
Assistant
Principal
Gregg
Yarborugh,
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
Start:
07/01/2012
End:
06/30/2013
Teachers
Teachers
Teachers
Teaching Aids
ACTION BUDGET: $
ACTION BUDGET: $
ACTION BUDGET: $
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