School Plan Top of Form booker arts magnet elem. Sch. 2016 barber st., Little rock, ar 72206 Arkansas Comprehensive School Improvement Plan

2009: Combined Population: 93 students were tested and 35.0% of Combined students scored at or above the 50th percentile. The lowest identified areas for Combined students and subpopulations were not available.

Stanford 10 Grade 1 Total Reading

2010: Combined Population: 88 students were tested and 28.4% scored at or above the 50th percentile. The lowest areas for Combined students and for the subpopulations were not available.

Iowa Test of Basic Skills - Grade 1 Total Reading 2011

Combined Population: 99 were tested and 37% scored at or above the 50th percentile on the Total Reading test. The lowest area for Combined students and the subpopulations were not available.

Iowa Test of Basic Skills - Grade 1 Total Language 2011

Combined Population: 99 were tested and 35% scored at or above the 50th percentile on the Total Language test. The lowest areas for Combined students and the subpopulations were not available.

2009: Combined Population: 89 Students were tested and 48.0% scored at or above the 50th percentile. The lowest identified areas for Combined students and subpopulations were not available.

Metropolitan 8 Kindergarten Sounds and Print

2010: Combined Population: 90 students were tested and 58.9% scored at or above the 50th percentile. The lowest areas for Combined students and for the subpopulations were not available.

Iowa Test of Basic Skills - Kindergarten Total Reading 2011

Combined Population: 85 were tested and 62% scored at or above the 50th percentile on the Total Reading test. The lowest areas for Combined students and the subpopulations were not available.

Iowa Test of Basic Skills - Kindergarten Total Language 2011

Combined Population: 85 were tested and 91% scored at or above the 50th percentile on the Total Language test. The lowest areas for the Combined students and the subpopulations were not available.

THREE YEAR SUMMARY

An examination of the Stanford 10, Metropolitan 8, and Iowa Test of Basic Skills for kindergarten through fifth grade students for 2008-2009, 2009-2010, and 2010-2011 indicated that Combined students had the most difficulty with capitalization, main idea, vocabulary, and usage and expression. Limited English Proficient students had the most difficulty with vocabulary, drawing conclusions, usage and expression, punctuation - apostrophes and commas, and spelling - suffixes. Students with Disabilities had the most difficulty with main idea, drawing conclusions, vocabulary, usage and expression, capitalization, and punctuation- apostrophes and commas. The lowest identified areas for the other subpopulations were not available.

In 2009-2010, the percentage of Combined students reading on or above grade level as indicated by the guided reading text level was 60% in kindergarten, 78% in first grade, and 76% in second grade. The percentage of African American students reading on or above grade level was 49% in kindergarten, 76% in first grade, and 78% in second grade. The percentage of Hispanic students reading on or above grade level was 100% in kindergarten, 60% in first grade, and 57% in second grade. The percentage of Caucasian students reading on or above grade level was 71% in kindergarten, 84% in first grade, and 77% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 48% in kindergarten, 75% in first grade, and 72% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 100% in kindergarten, 67% in first grade, and 43% in second grade. The percentage of Students with Disabilities reading on or above grade level was 45% in kindergarten, 22% in first grade, and 33% in second grade.

In 2010-2011, the percentage of Combined students reading on or above grade level as indicated by guided reading text levels was 70% in kindergarten, 79% in first grade, and 65% in second grade. The percentage of African American students reading on or above grade level was 62% in kindergarten, 80% in first grade, and 58% in second grade. The percentage of Hispanic students reading on or above grade level was 78% in kindergarten, 73% in first grade, and 70% in second grade. The percentage of Caucasian students reading on or above grade level was 67% in kindergarten, 83% in first grade, and 84% in second grade. The percentage of Economically Disadvantaged students reading on or above grade level was 62% in kindergarten, 75% in first grade, and 62% in second grade. The percentage of Limited English Proficient students reading on or above grade level was 78% in kindergarten, 86% in first grade, and 75% in second grade. The percentage of Students with Disabilities reading on or above grade level was 29% in kindergarten, 27% in first grade, and 50% in second grade.

THREE YEAR SUMMARY

An examination of the Developmental Reading Assessment results and/or guided reading text levels for kindergarten, first and second grade students for 2008-2009, 2009-2010, and 2010-2011, indicated that the percentage of African American students reading on or above grade level did not differ with statistical significance from that of Combined students with the exception of kindergarten students in 2009-2010. The percentage of Caucasian students and Economically Disadvantaged students reading on or above grade level was comparable to all students with few exceptions. In some cases, their scores exceeded the scores of their peers. A smaller percentage of Students with Disabilities read on or above grade level than their peers in most grade levels in 2007-2008 and 2008-2009 and in all grade levels in 2009-2010.

In 2009-2010, fifth grade students scored 55% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 3% from the pre-test. Fifth grade students scored 79% as the mean percent correct on the second quarter post-test, an increase of 1% from the pre-test. Fifth grade students scored 59% as the mean percent correct on the third quarter post-test, an increase of 6% from the pre-test. Fifth grade students scored 57% as the mean percent correct on the fourth quarter post-test, an increase of 3% from the pre-test. These assessments measured decoding skills, reading comprehension skills, and writing skills.

In 2010-2011, fifth grade students scored 50% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 9% from the pre-test. Fifth grade students scored 58% as the mean percent correct on the second quarter post-test, an increase of 5% from the pre-test. Fifth grade students scored 52% as the mean percent correct on the third quarter post-test, an increase of 16% from the pre-test. Fifth grade students scored 46% as the mean percent correct on the fourth quarter post-test, an increase of 0% from the pre-test. These assessments measured decoding skills, reading comprehension skills, and writing skills.

In 2008-2009, fourth grade students scored 72% as the mean percent correct on the COMPASS Odyssey Language Arts post-test, an increase of 1% from the pre-test. The assessment measures decoding skills, reading comprehension skills, and writing skills.

In 2009-2010, fourth grade students scored 44% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 5% from the pre-test. Fourth grade students scored 42% as the mean percent correct on the second quarter post-test, an increase of 2% from the pre-test. Fourth grade students scored 46% as the mean percent correct on the third quarter post-test, an increase of 5% from the pre-test. Fourth grade students scored 51% as the mean percent correct on the fourth quarter post-test, an increase of 5% from the pre-test. These assessments measured decoding skills, reading comprehension skills, and writing skills.

In 2010-2011, fourth grade students scored 48% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post test, an increase of 8% from the pre-test. Fourth grade students scored 45% as the mean percent correct on the second quarter post-test, an increase of 6% from the pre-test. Fourth grade students scored 53% as the mean percent correct on the third quarter post-test, an increase of 5% from the pre-test. Fourth grade students scored 52% as the mean percent correct on the fourth quarter post-test, an increase of 2% from the pre-test. These assessments measured decoding skills, reading comprehension skills, and writing skills.

In 2008-2009, third grade students scored 61% as the mean percent correct on the COMPASS Odyssey Language Arts post-test, an increase of 2% from the pretest. The assessment measures decoding skills, reading comprehension skills, and writing skills.

In 2009-2010, third grade students scored 34% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 3% from the pre-test. Third grade students scored 43% as the mean percent correct on the second quarter post-test, an increase of 5% from the pre-test. Third grade students scored 42% as the mean percent correct on the third quarter post-test, an increase of 5% from the pre-test. Third grade students scored 55% as the mean percent correct on the fourth quarter post-test, an increase of 1% from the pre-test. These assessments measured decoding skills, reading comprehension skills, and writing skills.

In 2010-2011, third grade students scored 34% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 15% from the pre-test. Third grade students scored 45% as the mean percent correct on the second quarter post-test, an increase of 9% from the pre-test. Third grade students scored 55% as the mean percent correct on the third quarter post-test, an increase of 8% from the post-test. Third grade students scored 62% as the mean percent correct on the fourth quarter post-test, an increase of 4% from the pre-test. These assessments measured decoding skills, reading comprehension skills, and writing skills.

In 2008-2009, second grade students scored 68% as the mean percent correct on the COMPASS Odyssey Language Arts post-test, an increase of 4% from the pre-test. The assessment measures fluency skills, vocabulary skills, letter recognition skills, sight word skills, reading comprehension skills, and writing skills.

In 2009-2010, second grade students scored 46% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 6% from the pre-test. Second grade students scored 80% as the mean percent correct on the second quarter post-test, an increase of 3% from the pre-test. Second grade students scored 61% as the mean percent correct on the third quarter post-test, an increase of 4% from the pre-test. Second grade students scored 68% as the mean percent correct on the fourth quarter post-test, an increase of 3% from the pre-test. These assessments measured fluency skills, vocabulary skills, letter recognition skills, sight word skills, reading comprehension skills, and writing skills.

In 2010-2011, second grade students scored 45% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 16% from the pre-test. Second grade students scored 67% as the mean percent correct on the COMPASS Odyssey Language Arts second quarter post-test, an increase of 7% from the pre-test. Second grade students scored 62% as the mean percent correct on the third quarter post-test, an increase of 7% from the pre-test. Second grade students scored 64% as the mean percent correct on the fourth quarter post-test, an increase of 1% from the pre-test. These assessments measure fluency, comprehension, vocabulary, letter recognition, sight words, and writing skills.

In 2008-2009, first grade students scored 51% as the mean percent correct on the COMPASS Odyssey Language Arts post-test, an increase of 5% from the pre-test. This assessment measures fluency skills, vocabulary skills, letter recognition skills, sight word skills, reading comprehension skills, and writing skills.

In 2010-2011, first grade students scored 46% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 15% from the pre-test. First grade students scored 43% as the mean percent correct on the second quarter post-test, an increase of 7% from the pre-test. First grade students scored 56% as the mean percent correct on the third quarter post-test, an increase of 12% from the pre-test. First grade students scored 62% as the mean percent correct on the fourth quarter post-test, an increase of 9% from the pre-test. These assessments measured fluency, comprehension, vocabulary, letter recognition, sight words, and writing skills.

In 2009-2010, first grade students scored 43% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 6% from the pre-test. First grade students scored 39% as the mean percent correct on the second quarter post-test, an increase of 2% from the pre-test. First grade students scored 50% as the mean percent correct on the third quarter post-test, an increase of 5% from the pre-test. first grade students scored 61% as the mean percent correct on the fourth quarter post-test, an increase of 7% from the pre-test. These assessments measured fluency skills, vocabulary skills, letter recognition skills, sight word skills, reading comprehension skills, and writing skills.

In 2008-2009, kindergarten students scored 63% as the mean percent correct on the COMPASS Odyssey Language Arts post-test, an increase of 6% from the pre-test. This assessment measures fluency skills, vocabulary skills, letter recognition skills, sight word skills, reading comprehension skills, and writing skills.

In 2009-2010, Kindergarten students scored 67% as the mean percent correct on the COMPASS Odyssey Language Arts second quarter post-test, an increase of 7% from the pre-test. Kindergarten students scored 51% as the mean percent correct on the third quarter post-test, an increase of 8% from the pre-test. Kindergarten students scored 69% as the mean percent correct on the fourth quarter post-test, an increase of 7% from the pre-test. Kindergarten students did not take the first quarter pre-test or post-test. These assessments measured fluency skills, vocabulary skills, letter recognition skills, sight word skills, reading comprehension skills, and writing skills.

In 2010-2011, kindergarten students scored 65% as the mean percent correct on the COMPASS Odyssey Language Arts first quarter post-test, an increase of 12% from the pre-test. Kindergarten students scored 70% as the mean percent correct on the second quarter post-test, an increase of 9% from the pre-test. Kindergarten students scored 52% as the mean percent correct on the third quarter post test, an increase of 23% from the pre-test. Kindergarten students scored 67% as the mean percent correct on the fourth quarter post-test, an increase of 15% from the pre-test. These assessments measured fluency, comprehension, vocabulary, letter recognition, sight words, and writing skills.

THREE YEAR SUMMARY

An analysis of the COMPASS Odyssey Language Arts pre and post-tests for the 2008-2009, 2009-2010, and 2010-2011 school years indicated average post-test mean scores ranging from 50.33 to 63.78 for kindergarten through fifth grades. Mean post-test gains ranged from 3.5 to 9.36 points with kindergarten, first, and second grade students having the largest mean post-test gains. During the 2009-2010 and 2010-2011 school years, COMPASS Odyssey assessments were re-aligned to more closely match the Student Learning Expectations identified by the Arkansas Department of Education for each grade level. Greater gains in post-test scores occurred during the 2009-2010 and 2010-2011 school years for each grade.

In 2009-2010, Booker Arts Magnet School students had an attendance rate of 96.59%. The Third Quarter Average Daily Attendance was 547.35, and the Average Daily Membership was 566.64.

In 2010-2011, Booker Arts Magnet School students had an attendance rate of 95.75%. The Third Quarter Average Daily Attendance was 529.99, and the Average Daily membership was 553.49.

The building level review of data included but was not limited to state mandated assessments (Augmented Benchmark Exam and ITBS); Little Rock School District mandated assessments (Dynamic Indicators of Basic Early Literacy Skills – DIBELS, SOAR); grade level common formative assessments; perceptual surveys of professional development activities; classroom walkthrough data; and perceptual surveys from parents, students, and teachers; our analyses suggested areas of strengths (using graphic organizers, using context clues, making inferences, and questioning the author’s purpose) and areas of need (recognizing expository text features that are sequential and/or comparative, recognizing and using variations of print, sort relevant and irrelevant information based on the purpose of reading, connecting own background knowledge and personal experience to make inferences and to respond to new information in the text, using text features to locate and recall information, Practical and Content open response items, and Content and Style writing domains) in our building. To assist us in realizing building level improvement goals, the building level instructional leaders will provide meaningful guidance with classroom walkthroughs, focus walks, and teacher conferencing and support for all staff by providing on-site, ongoing professional development and mentoring from principals and building level coaches who will support teachers’ content area needs and in the development and use of effective methods for the delivery of literacy instruction. We will all be accountable for the implementation of the building’s selected interventions (tiered activities, programs, and/or processes) that will ensure student and staff learning targets.

READING RECOVERY

Reading Recovery services have been provided to underachieving students at Booker Arts Magnet School for ten years. Reading Recovery focuses on providing intensive intervention services to the lowest 20% of all first grade students, as identified by the Developmental Reading Assessment and DIBELS. Individualized instruction is provided to identified students for at least 30 minutes daily. The daily instruction and frequent assessments allow Reading Recovery teachers to provide instruction that is both diagnostic and prescriptive, targeting the students' specific weaknesses in word attack skills, comprehension, fluency, vocabulary, and writing. An examination of DRA scores and guided reading text levels from 2008-2009, 2009-2010, and 2010-2011 indicated that 50% of first grade Reading Recovery students were reading at or above grade level at the end of the 18 to 20 week intervention. In addition, students with weaknesses in reading comprehension and fluency received instruction from Reading Recovery teachers in a small group setting (three to five students) for at least 40 minutes each day. None of the second grade students receiving services from Reading Recovery teachers scored at or above the 50th percentile on the Stanford 10 or Iowa Test of Basic Skills. 18% of third grade students receiving services from Reading Recovery Teachers scored Proficient or Advanced on the Augmented Benchmark Exam. Likewise, 61% of fourth grade and 0% of fifth grade students receiving instruction from Reading Recovery teachers either scored proficient or advanced or made the necessary scale score growth to be counted as proficient in the growth calculation on the Augmented Benchmark Exam. An examination of the End-of-Year Nonsense Words Fluency DIBELS scores for first grade students receiving services from Reading Recovery teachers indicated that 47% of students were considered to be at risk, 42% were considered to be "at some risk" and 11.0% were considered to be "established". An examination of End of Year Oral Reading fluency DIBELS scores for second through fourth grade students receiving services from a Reading Recovery teacher indicated that 80% were considered to be "at risk" and 20% "at some risk" for second grade; 70% were "at risk" and 20% "at some risk" in third grade, and 75.0% were "at risk" and 25.0% "at some risk" in fourth grade. 100% of fifth grade students receiving services from a Reading Recovery teacher scored "at risk".