School Plan - Blytheville Public Schools

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ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip intervals throughout the school year. The data in these portfolios will be used to monitor a student's academic progress and will be transferred to Central Elementary <strong>School</strong> at the end of the school year. Action Type: Alignment Action Type: Technology Inclusion Action Type: Title I <strong>School</strong>wide (1-2)PROFESSIONAL DEVELOPMENT will be provided to 10 @ 1 FTE classroom teachers on all components of Literacy by consultants at Crowley's Ridge Educational Co-op. 6 @ 1.0 FTE first grade classroom teachers will receive Early Literacy Learning in Arkansas (ELLA) and 4 @ 1.0 FTE second grade classroom teachers will receive Effective Literacy for Grades 2-4 (ELF) training. Action Type: Collaboration Action Type: Professional Development (1-2)NEEDS ASSESSMENT/POINT- IN-TIME REMEDIATION: The results of the ITBS, STAR Early Literacy, and STAR Reading will be used to determine the students who will receive interventions. These students will have IRI's/AIP's developed through NORMS with parental involvement. Interventions will be provided on a daily basis until mastery is achieved. Monthly and bi-monthly DIBELS assessments will be administered to those students and the data will be analyzed through Wireless Generation during the RTI meetings. (supplemental to Act 397) Action Type: AIP/IRI Action Type: Equity Action Type: Parental Engagement Action Type: Technology Inclusion (1-2) PROGRAM EVALUATION for Literacy Priority: 1. To improve student academic performance, the intervention of implementing all components of literacy in all classrooms was used. The components of the literacy block include familiar reading, shared reading, phonics/spelling, guided reading, read-aloud, academic centers, computer based programs, whole group reading and assisted writing/writing workshop. Implementation of Literacy in all classrooms including Special Education was successful school-wide for the 2011-2012 school year. With the addition of 4 new teachers for the current school year, implementation of the program will be continued by planned professional development provided by the on-site literacy instructional facilitator, JBHM and other outside consultants. Professional development will be enhanced by the collaboration of trained teachers with newly hired teachers. One certified and one classified interventionist will be used to accelerate academic performance in low performing students enrolled in the Gregg Yarbrough, Principal; Danna Mattingly, First Grade Teacher Susie Marshall, Literacy Interventionist Gregg Yarbrough, Principal; Jon Fulkerson, Assistant Principal; Anita Self , Literacy Instructional Facilitator Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Start: 07/01/2012 End: 06/30/2013 Outside Consultants Teachers Computers Performance Assessments Teachers Administrative Staff District Staff Teachers Title II-A - Purchased Services: ACTION BUDGET: $5000.00 $5000 ACTION BUDGET: $ ACTION BUDGET: $ 8 of 69 10/11/2012 1:45 PM
ACSIP http://acsip.state.ar.us/cgi-bin/index.cgi?rm=report_acsip school. They will provide intensive, focused instruction with intervention groups and collaborate with the student's teacher, the literacy instructional facilitator, and the RTI Team. 2. To determine the degree of effectiveness of the implementation of all components of Literacy for the previous school year, DIBELS, CWT's, Renaissance Learning, and formal and informal observations by the literacy instructional facilitator and principals will be used. After analyzing these documents and questioning the teachers, professional development during literacy meetings and collaboration will target specific areas of need. 3. Teachers have developed a deeper understanding of the methodology of literacy. During the previous school year, meetings between the principals and the literacy instructional facilitator were held to discuss the areas of concern that were seen during formal and informal observations. To clear up these confusions, the literacy instructional facilitator focused on these areas during after school literacy meetings. The literacy instructional facilitator would model for teachers any needed components of literacy. At the end of the 2011-2012 school year, the data for DIBELS was analyzed and revealed that first grade students made gains in the areas of Phoneme Segmentation Fluency (89% proficient at the beginning compared to 95% proficient at the end of the year). They also made gains in Nonsense Word Fluency (78% proficient at the beginning compared to 83% at the end of the year). Data also indicates that the area of weakness was Oral Reading Fluency (59% proficient at the middle of the year compared to 53% proficient at the end of the year). Data indicates second grade students were weakest in Oral Reading Fluency (52% proficient at the beginning of the year compared to 51% proficient at the end of the year). In May 2013, data will be included for the current school year using analysis of DIBELS, ITBS, Renaissance Learning, CWT's, and formal/informal observations. Action Type: Program Evaluation (1-2) PROFESSIONAL DEVELOPMENT: Paraprofessionals will be trained as needed to use explicit language and targeted instructional strategies to use during intervention and enrichment groups with all students. Action Type: Collaboration Action Type: Equity Action Type: Professional Development Anita Self , Literacy Instructional Facilitator Start: 07/01/2012 End: 06/30/2013 Teachers Teaching Aids ACTION BUDGET: $ 9 of 69 10/11/2012 1:45 PM
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School Plan - Blytheville Public Schools

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