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



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TARGET TEACH


The Target Teach Intervention has been utilized for three years at Booker Arts Magnet School. Target Teach coaches conducted planning sessions with the principal to discuss student achievement data and program implementation. The principal frequently observed third, fourth, and fifth grade literacy teachers utilizing Target Teach materials and teaching lessons in the Target Teach format in walk-through and formal observations. An examination of Augmented Benchmark Exam results for third, fourth, and fifth grade students indicated increases in Combined students, African American students, Hispanic students, Caucasian students, and Economically Disadvantaged students scoring proficient or advanced ranging from 0.9% (Hispanic students)increase to 9.1% (African American students ). In addition, Target Teach materials were utilized in third, fourth, and fifth grade classrooms and sent home for students to complete with their parents. The Little Rock School District has discontinued use of Target Teach for 2011-2012.


COMPREHENSIVE LITERACY PROGRAM

A Comprehensive Literacy Program has been implemented at Booker Arts Magnet School for the past eight years. All kindergarten through fifth grade literacy teachers, the Literacy Coach, Instructional Coach, Drama Specialists, Reading Recovery Teachers, and administrators have demonstrated their commitment to the instructional practices learned in ELLA, Effective Literacy, and Literacy Lab as evidenced by their completion of the required professional development for ELLA, Effective Literacy, and/or Literacy Lab. An examination of Augmented Benchmark Exam and DRA scores from the 2008-2009, 2009-2010, and 2010-2011 school years demonstrated an increase in the number of students scoring proficient or advanced or meeting the grade level standard, with the exception of kindergarten students in 2008-2009. When comparing Augmented Benchmark Exam scores of the same groups of students from the 2008-2009, 2009-2010, and 2010-2011 school years, Combined students and subpopulations (with the exception of Hispanic students with 100% and Students with Disabilities in 2010-2011) increased the percentage of students scoring proficient or advanced with increases ranging from 2.5% to 26.5%.

DIFFERENTIATION OF INSTRUCTION

The Differentiation of Instruction Intervention has been implemented at Booker Arts Magnet School for three years. Multiple measures of achievement data were utilized to develop a Student Profile for each student. The Student Profiles were utilized by teachers to differentiate instruction. Academic Improvement Plans, Intensive Reading Intervention, 504 Plans, and Individualized Education Plans were developed collaboratively with parents of identified students. Limited English Proficient students received instruction from teachers who participated in English-as-a-Second Language training. SOAR test data was disaggregated after each assessment and utilized to plan re-teaching. The School-Based Intervention Team met fourteen days during 2008-2009, seventeen days during 2009-2010, and sixteen days during 2010-2011 to monitor the progress of students receiving Tier II and Tier III Interventions. Seventy-six Gifted and Talented students were served by two Gifted and Talented teachers in 2010-2011. Camp Jaguar (after-school tutoring program) was provided to 111 students in 2008-2009, 122 students in 2009-2010, and 98 students in 2010-2011 scoring basic or below basic on the Literacy portion of the Augmented Benchmark Exam. 91 of 111 students scored proficient or advanced and/or demonstrated the designated scale score growth to be deemed proficient on the Augmented Benchmark Exam during the 2008-2009 school year. 62% of third grade students, 100% of fourth grade students, and 69% of fifth grade students in the after-school tutoring program scored proficient or advanced or made the necessary scale score growth to be counted as proficient during 2009-2010. 62% of third grade students, 70% of fourth grade students, and 69% of fifth grade students scored proficient or advanced or made the necessary scale score growth to be counted as proficient during the 2010-2011 school year. When comparing Augmented Benchmark Exam scores of the same groups of students from the 2008-2009 school years, Combined students and all subpopulations increased the percentage of students scoring proficient or advanced from year to year with increases ranging from 22% to 34%. When comparing Augmented Benchmark Exam scores of the same groups of students from the 2008-2009, and 2009-2010 school years, Combined students and subpopulations (with the exception of Hispanic students with 100%) increased the percentage of students scoring proficient or advanced with increases ranging from 10% to 22%. These increases would not have been possible without Differentiation of Instruction.



Goal

All students will improve in reading comprehension and written expression, with additional attention to practical reading passages, content and style writing domains, and formulating appropriate responses to open response questions.

Goal 2: To narrow the achievement gap between proficient and non-proficient learners in literacy. (Strategic Plan)


Goal 3: All Booker Arts Magnet School students will read on grade level by the end of third grade. (Strategic Plan)

Benchmark

To increase the number of third, fourth, and fifth grade students scoring "proficient" or "advanced" on the Augmented Benchmark Exam by the percentages listed to 85.6% for each group by the end of the 2010-2011 school year:

All students by 14.5% to 85.6%


All African American students by 17.9% to 85.6%
All Hispanic students by 31.4% to 85.6%
All Caucasian students by 1.2% to 85.6%
All Economically Disadvantaged students by 18.2% to 85.6%
All Limited English Proficient students by 27.3% to 85.6%
All Students with Disabilities by 70.6% to 85.6%.

The AYP status for the Combined Population, African American students, Economically Disadvantaged students, and Limited English Proficient was Achieving through meeting Safe Harbor and Growth standards. The AYP status for Caucasian students was Achieving through meeting status. The AYP status for Hispanic students and Students with Disabilities was not applicable because the number of students in both subgroups was smaller than the number required to be counted as subgroups for AYP status.

Intervention: READING RECOVERY - Tier II and Tier III Interventions

PROGRAM EVALUATION: Effectiveness of Tier II and Tier III interventions will be determined by 15-20% of students having a composite score of 70% or greater on the quarterly SOAR assessment.

Scientific Based Research: "Reading Recovery." (2007) Report of the US Department of Education. Washington, D.C.: Institute of Education Sciences.

"Reading Recovery: UALR University Training Center 2004-2005 Executive Summary." (2006) Report of the UALR Center for Literacy, Little Rock, AR: University of Arkansas at Little Rock.

Lose, M.; M. Schmitt; F. Gomez-Bellenge; N. Jones; B. Horchell; and B. Askey. (2007) "Reading Recovery and Idea Legislation: Early Intervening Service (EIS) and Response to Intervention (RTI) Reading Recovery Council of North America.


Actions

Person Responsible

Timeline

Resources

Source of Funds

Provide professional development for all Reading Recovery teachers such as Continuing Contact sessions, the Literacy Conference, and Parental Involvement.

Action Type: Alignment


Action Type: Professional Development

Cheryl Carson, Principal

Start: 08/05/2011
End: 05/31/2012



ACTION BUDGET:

$




Select and purchase materials for Reading Recovery teachers such as leveled books, consumable materials, and LLI sets.

Action Type: Alignment


Action Type: Collaboration

Mary Lou Alley, Instructional Coach

Start: 08/05/2011
End: 05/31/2012

  • District Staff

  • Teachers

General Revenue:

$500.00



ACTION BUDGET:

$500




Utilize Observation Survey and Kindergarten alternate ranking sheets to identify first grade students for Reading Recovery services. (Tier III)

Action Type: AIP/IRI


Action Type: Equity

Cheryl Carson, Principal

Start: 08/15/2011
End: 05/31/2012

  • District Staff

  • Outside Consultants

  • Performance Assessments



ACTION BUDGET:

$




Utilize DIBELS, ITBS, and Augmented Benchmark Exam results to identify kindergarten, first, second, third, fourth, and fifth grade students with reading deficits for Literacy Groups.(Tier II)

Action Type: AIP/IRI


Action Type: Equity

Cheryl Carson, Principal; Ruth Keogh, Literacy and Math Teacher

Start: 08/15/2011
End: 05/30/2012

  • District Staff

  • Outside Consultants

  • Performance Assessments



ACTION BUDGET:

$




Collaborate with staff and parents to develop and implement AIPs, IRIs, and 504 plans for students working below grade level.

Action Type: AIP/IRI


Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Special Education

Mary McMorran, Resource Teacher; Erma Armstrong, RR Teacher; Tamara Ringler, 504 Coordinator

Start: 08/15/2011
End: 05/30/2012

  • Central Office

  • District Staff

  • Performance Assessments

  • Teachers



ACTION BUDGET:

$




Utilize appropriately leveled texts based on student interest in Reading Recovery instruction to develop vocabulary, to increase fluency, and to maintain interest in reading.(Tier III)

Action Type: AIP/IRI


Action Type: Alignment

Erma Armstrong, Reading Recovery Teacher

Start: 08/15/2011
End: 05/30/2012



ACTION BUDGET:

$




Review Running Records daily to monitor the progress of students receiving Reading Recovery services.(Tier III)

Action Type: AIP/IRI


Action Type: Program Evaluation

Erma Armstrong, Reading Recovery Teacher

Start: 08/15/2011
End: 05/30/2012

  • District Staff

  • Outside Consultants

  • Performance Assessments

  • Teaching Aids



ACTION BUDGET:

$




Monitor the text levels of students receiving Reading Recovery and Literacy Group services on an ongoing basis.

Action Type: AIP/IRI


Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Special Education

Cheryl Carson, Principal

Start: 08/15/2011
End: 05/30/2012

  • District Staff

  • Performance Assessments

  • Teaching Aids



ACTION BUDGET:

$




Participate in monthly School-Based Intervention Team meetings to assess students being progress monitored or receiving Tier II or Tier III instruction.

Action Type: AIP/IRI


Action Type: Collaboration
Action Type: Special Education

Erma Armstrong, Reading Recovery Teacher; Cheryl Carson, Principal

Start: 08/15/2011
End: 05/30/2012

  • District Staff

  • Outside Consultants

  • Teachers

  • Teaching Aids



ACTION BUDGET:

$




Schedule and conduct conferences with parents of students receiving Reading Recovery instruction concerning progress.(Tier III)

Action Type: AIP/IRI


Action Type: Collaboration
Action Type: Parental Engagement
Action Type: Special Education

Erma Armstrong, Reading Recovery Teacher

Start: 08/15/2011
End: 05/30/2012

  • Central Office

  • District Staff

  • Performance Assessments

  • Teachers



ACTION BUDGET:

$




Send books home with students and encourage parents to read with their children each night.

Action Type: Collaboration


Action Type: Parental Engagement

Erma Armstrong, Reading Recovery Teacher

Start: 08/15/2011
End: 05/30/2012

  • School Library



ACTION BUDGET:

$




Compare pre- and post-test results of Slosson Oral Reading Test scores and Observation Survey results of Reading Recovery students at the end of their 20-week program to assess the effectiveness of Reading Recovery instruction.

Action Type: Collaboration


Action Type: Program Evaluation

Cheryl Carson, Principal; Erma Armstrong, Reading Recovery Teacher

Start: 01/30/2012
End: 06/15/2011

  • Performance Assessments

  • Teachers



ACTION BUDGET:

$




Compare the pre- and post-HMH unit assessment results, Slosson Oral Reading Test scores, and reading text levels to assess the effectiveness of Literacy Group Instruction.(Tier III)

Action Type: Collaboration


Action Type: Program Evaluation

Cheryl Carson, Principal

Start: 05/30/2012
End: 06/15/2012

  • Performance Assessments

  • Teachers



ACTION BUDGET:

$




Utilize literature in Literacy Group instruction to develop vocabulary, to increase fluency, and to maintain interest in reading.(Tier II)

Action Type: AIP/IRI


Action Type: Alignment

Erma Armstrong, Reading Recovery Teacher

Start: 08/15/2011
End: 05/30/2012

  • School Library

  • Teaching Aids



ACTION BUDGET:

$




Write a school-based Reading Recovery report on the results of students served. Provide copies of the report to the principal and District Teacher Leader for dissemination at the district level and to assess the effectiveness of Reading Recovery and Literacy Group instruction.

Action Type: Program Evaluation
Erma Armstrong, Reading Recovery Teacher

Start: 05/04/2012
End: 05/31/2012

  • Outside Consultants

  • Teachers



ACTION BUDGET:

$




Provide daily reading and writing instruction for identified students.(TIER III)

Action Type: AIP/IRI


Action Type: Equity

Erma Armstrong, Reading Recovery Teacher

Start: 08/15/2011
End: 05/30/2012

  • Teaching Aids



ACTION BUDGET:

$




Total Budget:

$500


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