ACSIP CRT Data for BOOKER ARTS MAGNET SCHOOL
Augumented Benchmark Exam - Third Grade Mathematics
2009: Combined Population: 103 students were tested and 71% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas were Measurement and Data Analysis and Probability - multiple choice and Geometry - open response. African American, Hispanic, Economically Disadvantaged, Limited English Proficient, and Students with Disabilities also had difficulty with Number and Operations - open response.
Augmented Benchmark Exam - Third Grade Mathematics
2010: Combined Population: 101 were tested and 75% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas were Geometry - multiple choice and Numbers and Operations - open response. The lowest identified areas for the subpopulations were not available.
Augmented Benchmark Exam - Third Grade Mathematics 2011
Combined Population: 91 were tested and 79% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas were Measurement and Geometry - multiple choice and Geometry and Data Analysis and Probability - open response for Combined students. The lowest identified area for Limited English Proficient students was Data Analysis and Probability. Students with Disabilities had the most difficulty with Geometry and Numbers and Operations. The lowest identified areas for the other subpopulations were not available.
The staff at Booker Arts Magnet School has reviewed three years of assessment data from the Augmented Benchmark Exam to determine the student achievement needs of our third grade students. An analysis of this data indicated areas of need that have been prioritized. The areas of greatest concern for our Combined student population were - Geometry and Measurement - Multiple Choice and Numbers and Operations, Geometry, and Data Analysis and Probability - Open Response. Our subgroups also had the same areas of need. Our goals are to increase the percentage of all students scoring proficient or advanced on the Augmented Benchmark Exam and to reduce our achievement gap. Our School Improvement Plan includes strategic interventions that support "Academic Performance, Learning Environment, and Leadership" (Arkansas Standards and Indicators for School Improvement, 2006).
Augmented Benchmark Exam - Fourth Grade Mathematics
2009: Combined Population: 97 students were tested and 77% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas were Measurement - multiple choice and open response. One subgroup of students, Limited English Proficient, also had difficulty with Data Analysis and Probability - open response.
Augmented Benchmark Exam - Fourth Grade Mathematics
2010: Combined Population: 95 were tested and 77% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas were Data Analysis and Probability - multiple choice and geometry - open response. The lowest identified areas for the subpopulations were not available.
Augmented Benchmark Exam - Fourth Grade Mathematics
2011: Combined Population: 102 were tested and 68% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas were Geometry and Measurement - multiple choice and Geometry - open response for Combined students. The lowest identified are for Limited English Proficient and Students with Disabilities was Geometry - open response. The lowest identified areas for the other subpopulations were not available.
The staff at Booker Arts Magnet School has reviewed three years of assessment data from the Augmented Benchmark Exam to determine the student achievement needs of our fourth grade students. An analysis of this data indicated areas of need that have been prioritized. The areas of greatest concern for our Combined student population were Measurement - multiple choice and Geometry - open response. Additionally, our Limited English Proficient students had difficulty with Data Analysis and Probability - open response. Our goals are to increase the percentage of all students scoring proficient or advanced on the Augmented Benchmark Exam and to reduce our achievement gap. Our School Improvement Plan includes strategic interventions that support "Academic Performance, Learning Environment, and Leadership" (Arkansas Standards and Indicators for School Improvement, 2006).
Augmented Benchmark Exam - Fifth Grade Mathematics
2009: Combined Population: 100 students were tested and 60% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas were Measurement - multiple choice and Data Analysis and Probability - open response. In addition, Students with Disabilities had difficulty with Measurement - open response.
Augmented Benchmark Exam - Fifth Grade Mathematics
2010: Combined Population: 89 were tested and 72% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five mathematics strands revealed that the lowest areas were Geometry - multiple choice and open response. The lowest identified areas for the subpopulations were not available.
Augmented Benchmark Exam - Fifth Grade Mathematics
2011: Combined Population: 83 were tested and 81% scored proficient or advanced. The analysis of the open response and multiple choice questions in the five strands revealed that the lowest identified areas were Algebra - multiple choice and Geometry and Measurement - open response for Combined students. The lowest identified areas for Limited English Proficient and Students with Disabilities were Algebra and Measurement - open response. The lowest identified areas for the other subpopulations were not available.
The staff at Booker Arts Magnet School has reviewed three years of assessment data from the Augmented Benchmark Exam to determine the student achievement needs of our fifth grade students. An analysis of this data indicated areas of need that have been prioritized. The areas of greatest concern for our Combined student population were Measurement, Algebra, and Geometry - multiple choice and Geometry - open response. Additionally, Limited English Proficient students and Students with Disabilities had difficulty with Algebra and Measurement - open response. Our goals are to increase the percentage of all students scoring proficient or advanced on the Augmented Benchmark Exam and to reduce our achievement gap. Our School Improvement Plan includes strategic interventions that support "Academic Performance, Learning Environment, and Leadership" (Arkansas Standards and Indicators for School Improvement, 2006).
THREE YEAR SUMMARY
An examination of the Augmented Benchmark Mathematics Exam results for third, fourth, and fifth grade students in 2008-2009, 2009-2010, and 2010-2011 indicated that Geometry and Measurement Multiple Choice items and Geometry Open Response items were the most difficult for Combined students. The lowest identified areas for African American, Hispanic, Economically Disadvantaged, Limited English Proficient, and Students with Disabilities students were: Number and Operations, Geometry, Measurement, and Data Analysis and Probability Strands - Open Response. The lowest identified areas for the other subpopulations were not available in 2009-2010 and 2010-2011.
Stanford 10 - Grade 5 Mathematics Problem Solving
2009: Combined Population: 99 Students were tested and 33.0% scored at or above the 50th percentile. The lowest identified area for the Combined students were: Reasoning and Problem-Solving in Measurement, Operations, Patterns and Relationships, and Number Sense areas; Mathematical Connections in Data and Probability, Number Sense and Algebra areas; Estimation in Data and Probability and Measurement areas; and Communication and Representation in the Number Sense area. The lowest areas for subpopulations were: not available.
Stanford 10 - Grade 5 Total Mathematics
2010: Combined Population: 89 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Operations - Communication and Representation. The lowest identified areas for the subpopulations were not available.
Iowa Test of Basic Skills - Grade 5 Total Mathematics
2011: Combined Population: 83 were tested and 49% scored at or above the 50th percentile on the Total Mathematics test. The lowest are for Combined students and Students with Disabilities was multiple step problem solving. The lowest areas for Limited English Proficient students were multiple-step problem solving and estimation-order of magnitude. The lowest identified areas for the other subpopulations were not available.
The staff at Booker Arts Magnet School has reviewed three years of assessment data from the Stanford 10 and the Iowa Test of Basic Skills to determine the student achievement needs of our fifth grade students. An analysis of this data indicated areas of need that have been prioritized. The areas of greatest concern for our Combined student population were Reasoning and Problem Solving in Measurement, Operations, Patterns and Relationships, and Number Sense areas; Mathematical Connections in Data and Probability; Number Sense, and Algebra areas; Estimation in Data and Probability and Measurement areas; Communication and Representation in Number Sense and Operations areas; Multiple-Step Problem Solving; and Operations - Communication and Representation. In addition the lowest area for Limited English Proficient students was Estimation - Order of Magnitude. The lowest areas for the other subpopulations were not available. Our goals are to increase the percentage of students scoring at or above the 50th percentile on the Iowa Test of Basic Skills and to reduce the achievement gap. Our School Improvement Plan includes strategic interventions that support "Academic Performance, Learning Environment, and Leadership" (Arkansas Standards and Indicators for School Improvement, 2006).
SAT 10 - Grade 4 Mathematics Problem Solving
2009: Combined Population: 96 students were tested and 71.0% scored at or above the 50th percentile. The lowest identified areas for Combined students were: Reasoning and Problem-Solving in the Measurement, Number Sense, and Patterns and Relationships areas; Communication and Representation in the Geometry area, and Mathematical Connections in the Geometry area. The lowest areas for subpopulations were not available.
Stanford 10 - Grade 4 Total Mathematics
2010: Combined Population: 95 students were tested and 63% scored at or above the 50th percentile. The lowest area for Combined students was Geometry - Communication and Representation. The lowest identified areas for the subpopulations were not available.
Iowa Test of Basic Skills - Grade 4 Total Mathematics
2011: Combined Population: 102 were tested and 52% scored at or above the 50th percentile on the Total Mathematics test. The lowest area for Combined students and Limited English Proficient students was multiple-step problem solving. The lowest areas for Students with Disabilities were problem-solving approaches and procedures and estimation - number sense. The lowest areas for the other subpopulations were not available.
The staff at Booker Arts Magnet School has reviewed three years of assessment data from the Stanford 10 and the Iowa Test of Basic Skills to determine the student achievement needs of our fourth grade students. An analysis of this data indicated areas of need that have been prioritized. The areas of greatest concern for our Combined student population were Reasoning and Problem Solving in Measurement, Number Sense, Patterns and Relationships areas; Communication and Representation in the Geometry areas; Mathematic Connections in the Geometry area; and Multiple-Step Problem Solving. In addition, Students with Disabilities had difficulty with Problem-Solving Approaches and Estimation - Number Sense. The lowest areas for the other subpopulations were not available. Our goals are to increase the percentage of students scoring at or above the 50th percentile on the Iowa Test of Basic Skills and to reduce the achievement gap. Our School Improvement Plan includes strategic interventions that support "Academic Performance, Learning Environment, and Leadership" (Arkansas Standards and Indicators for School Improvement, 2006).
Stanford 10 - Grade 3 Mathematics Problem Solving
2009: Combined Students: 102 students were tested and 36.0% scored at or above the 50 percentile. The lowest areas for Combined students were: Estimation in the Measurement, Data and Probability, and Number Sense areas; Reasoning and Problem-Solving in the Operations and Measurement areas; Mathematics Connections in the Data and Probability and Measurement areas, and Communication and Representation in the Number Sense area. The lowest areas for subpopulations were: not available.
Stanford 10 - Grade 3 Total Mathematics
2010: Combined Population: 101 students were tested and 48% scored at or above the 50th percentile. The lowest area for Combined students was Number Sense - Reasoning and Problem Solving. The lowest identified areas for the subpopulations were not available.
Iowa Test of Basic Skills - Grade 3 Total Mathematics
Combined Population: 91 were tested and 34% scored at or above the 50th percentile on the Total Mathematics test. The lowest area for Combined students, Limited English Proficient students, and Students with Disabilities was estimation - standard rounding. The lowest areas for the other subpopulations were not available.
The staff at Booker Arts Magnet School has reviewed three years of assessment data from the Stanford 10 and the Iowa Test of Basic Skills to determine the student achievement needs of our third grade students. An analysis of this data indicated areas of need that have been prioritized. The areas of greatest concern for our Combined student population were Reasoning and Problem Solving in the Operations, Number Sense, and Measurement areas; Estimation in the Measurement, Data and Probability, and Number Sense areas; Mathematics Connections in the Data and Probability and Measurement areas; Communication and Representation in the Number Sense area; and Estimation - Standard Rounding. Limited English Proficient students and Students with Disabilities also had the same areas of need. The lowest areas for other subpopulations were not available. Our goals are to increase the percentage of all students scoring at or above the 50th percentile on the Iowa Test of Basic Skills and to reduce our achievement gap. Our School Improvement Plan includes strategic interventions that support "Academic Performance, Learning environment, and Leadership" (Arkansas Standards and Indicators for School Improvement, 2006).
Stanford 10 - Grade 2 Mathematics Problem Solving
2009: Combined students: 110 students were tested and 53.0% of scored at or above the 50th percentile. The lowest identified areas for Combined students and subpopulations were: not available.
Stanford 10 - Grade 2 Total Mathematics
2010: Combined Population: 99 students were tested and 41% 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 2 Total Mathematics 2011
Combined Population: 92 were tested and 42% scored at or above the 50th percentile on the Total Mathematics test. The lowest areas for Combined students and subpopulations were not available.
Stanford 10 - Grade 1 Mathematics Problem Solving
2009: Combined Population: 93 students were tested and 34.0% scored at or above the 50th percentile.The lowest areas for Combined students and subpopulations were not available.
Stanford 10 - Grade 1 Total Mathematics
2010: Combined Population: 88 students were tested and 41% scored at or above the 50th percentile. The lowest areas for Combined students and the subpopulations were not available.
Iowa Test of Basic Skills - Grade 1 Total Mathematics 2011
Combined Population: 99 were tested and 46% scored at or above the 50th percentile on the Total Mathematics test. The lowest areas for Combined students and subpopulations were not available.
Stanford 10 - Kindergarten Mathematics Problem Solving
2009: Combined Population: 89 students were tested and 45.0% scored at or above the 50th percentile. The lowest areas for Combined students and subpopulations were not available.
Metropolitan 8 - Kindergarten Total Mathematics
2010: Combined Population: 90 students were tested and 67% scored at or above the 50th percentile. The lowest areas for Combined students and the subpopulations were not available.
Iowa Test of Basic Skills - Kindergarten Total Mathematics
2011: Combined Population: 83 were tested and 72% scored at or above the 50th percentile on the Total Mathematics test. The lowest area for combined students and subpopulations were not available.
THREE YEAR SUMMARY
An examination of the Stanford 10, Metropolitan 8 Test, and Iowa Test of Basic Skills for kindergarten through fifth grade students for 2008-2009 indicated that Combined students had difficulty with the Measurement, Number Sense, and Data and Probability areas. An analysis of test items indicated that Combined students had difficulty with adding and subtracting decimals, dividing with whole numbers, probability and statistics, and problem solving. An analysis of test items during the 2009-2010 school year indicated that Combined students had difficulty with Geometry, Operations, and Number Sense. An analysis of test items during the 2010-2011 school year indicated that Combined students, Limited English Proficient students, and Students with Disabilities had the most difficulty with multiple-step problem solving and estimation - standard rounding. In addition, Students with Disabilities also had great difficulty with problem solving approaches and procedures and estimation - number sense. The lowest areas for the other subpopulations were not available.
In 2008-2009, fifth grade students scored 47% as the mean percent correct on the COMPASS Odyssey Mathematics post-test, an increase of 6% from the pre-test. This assessment measures numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2009-2010, fifth grade students scored 55% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 8% from the pre-test. Fifth grade students scored 57% as the mean percent correct on the second quarter post-test, an increase of 7% from the pre-test. Fifth grade students scored 67% as the mean percent correct on the third quarter post-test, an increase of 18% from the pre-test. Fifth grade students scored 68% as the mean percent correct on the fourth quarter post-test, an increase of 4% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2010-2011, fifth grade students scored 51% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 9% from the pre-test. Fifth grade students scored 54% as the mean percent correct on the second quarter post-test, an increase of 13% from the pre-test. Fifth grade students scored 58% as the mean percent correct on the third quarter post-test, an increase of 26% from the pre-test. Fifth grade students scored 71% as the mean percent correct on the fourth quarter post-test, an increase of 14% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2008-2009, fourth grade students scored 60% as the mean percent correct on the COMPASS Odyssey Mathematics post-test, an increase of 9% from the pretest. This assessment measures numbers and operations, measurement, data analysis and probability, geometry, and algebra.
in 2009-2010, fourth grade students scored 54% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 6% from the pre-test. Fourth grade students scored 56% as the mean percent correct on the second quarter post-test, an increase of 4% from the pre-test. Fourth grade students scored 51% as the mean percent correct on the third quarter post-test, an increase of 9% from the pre-test. Fourth grade students scored 58% as the mean percent correct on the fourth quarter post-test, an increase of 12% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2010-2011, fourth grade students scored 58% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 10% from the pre-test. Fourth grade students scored 55% as the man percent correct on the second quarter post-test, an increase of 6% from the pre-test. Fourth grade students scored 50% as the mean percent correct on the third quarter post-test, an increase of 11% from the pre-test. Fourth grade students scored 61% as the mean percent correct on the fourth quarter post-test, an increase of 5% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2008-2009, third grade students scored 60% as the mean percent correct on the COMPASS Odyssey Mathematics post-test, an increase of 5% from the pre-test. This assessment measures numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2009-2010, third grade students scored 53% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 8% from the pre-test. Third grade students scored 47% as the mean percent correct on the second quarter post-test, an increase of 4% from the pre-test. Third grade students scored 58% as the mean percent correct on the third quarter post-test, an increase of 11% from the pre-test. Third grade students scored 62% as the mean percent correct on the fourth quarter post-test, an increase of 6% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2010-2011, third grade students scored 54% as the mean percent correct on the first quarter post-test, an increase of 23% from the pre-test. Third grade students scored 49% as the mean percent correct on the second quarter post-test, an increase of 8% from the pre-test. Third grade students scored 64% as the mean percent correct on the third quarter post-test, an increase of 9% from the pre-test. Third grade students scored 60% as the mean percent correct on the fourth quarter post-test, an increase of 5% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2008-2009, second grade students scored 66% as the mean percent correct on the COMPASS Odyssey Mathematics post-test, an increase of 5% from the pre-test. This assessment measures numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2009-2010, second grade students scored 63% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 12% from the pre-test. Second grade students scored 57% as the mean percent correct on the second quarter post-test, an increase of 4% from the pre-test. Second grade students scored 70% as the mean percent correct on the third quarter post-test, an increase of 11% from the pre-test. Second grade students scored 55% as the mean percent correct on the fourth quarter post-test, an increase of 10% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2010-2011, second grade students scored 59% as the mean percent correct on the first quarter post-test, an increase of 15% from the pre-test. Second grade students scored 59% as the mean percent correct on the second quarter post-test, an increase of 10% from the pre-test. Second grade students scored 68% as the mean percent correct on the third quarter post-test, an increase of 8% from the pre-test. Second grade students scored 74% as the mean percent correct on the fourth quarter post-test, an increase of 4% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2008-2009, first grade students scored 60% as the mean percent correct on the COMPASS Odyssey Mathematics post-test, an increase of 8% from the pre-test. This assessment measures numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2009-2010, first grade students scored 52% as the mean percent correct on the COMPASS Odyssey Mathematics first quarter post-test, an increase of 6% from the pre-test. First grade students scored 49% as the mean percent correct on the second quarter post-test, an increase of 13% from the pre-test. First grade students scored 66% as the mean percent correct on the third quarter post-test, an increase of 11% from the pre-test. First grade students scored 64% as the mean percent correct on the fourth quarter post-test, an increase of 5% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and Algebra.
In 2010-2011, first grade students scored 61% as the mean percent correct on the first quarter post-test, an increase of 19% from the pre-test. First grade students scored 48% as the mean percent correct on the second quarter post-test, an increase of 23% from the pre-test. First grade students scored 56% as the mean percent correct on the third quarter post-test, an increase of 13% from the pre-test. First grade students scored 73% as the mean percent correct on the fourth quarter post-test, an increase of 11% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2008-2009, the kindergarten students scored 57% as the mean percent correct on the COMPASS Odyssey Mathematics post-test, and increase of 12% from the pre-test. This assessment measures numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2009-2010, kindergarten students scored 43% as the mean percent correct on the COMPASS Odyssey Mathematics second quarter post-test, an increase of 8% from the pre-test. Kindergarten students scored 75% as the mean percent correct on the third quarter post-test, an increase of 10% from the pre-test. Kindergarten students scored 66% as the mean percent on the fourth quarter post-test, an increase of 13% from the pre-test. Kindergarten students did not take the first quarter pre-test or post-test. these assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
In 2010-2011, kindergarten students scored 57% as the mean percent correct on the first quarter post-test, an increase of 13% from the pre-test. Kindergarten students scored 50% as the mean percent correct on the second quarter post-test, an increase of 37% from the pre-test. Kindergarten students scored 65% as the mean percent correct on the third quarter post-test, an increase of 14% from the pre-test. Kindergarten students scored 76% as the mean percent correct on the fourth quarter post-test, an increase of 13% from the pre-test. These assessments measured numbers and operations, measurement, data analysis and probability, geometry, and algebra.
COMPASS
Three Year Summary
An analysis of the COMPASS Odyssey Mathematics pre and post-tests for the 2008-2009, 2009-2010, and 2010-2011 school years indicated average post-test mean scores ranging from 55.75 to 64.08 for kindergarten through fifth grades. Mean post-test gains ranged from 7.83 to 13.5 with kindergarten, first, and fifth grade students having the largest 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 level (except fourth grade) with greater gains occurring in 2008-2009 and 2009-2010.
In 2008-2009, Booker Arts Magnet School students had an attendance rate of 96.29%. The Third Quarter Average Daily Attendance was 568.40; and the Average Daily Membership was 590.31.
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.
Booker Arts Magnet School - Mathematics Priority
Needs Assessment Narrative
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 (SOAR); perceptual surveys of professional development activities; classroom walkthrough data; and perceptual surveys from parents, students, and teachers; our analyses suggested an area of strength (Data Analysis and Probability) and areas of need (multiple-step problem solving, Geometry, Measurement, Number and Operations, and formulating appropriate responses to open response items) 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 mathematics 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.
The areas of need across our Combined student population are multiple-step problem solving, Geometry, Measurement, and formulating appropriate responses to open response items. Also, our various subpopulations have additional areas of need. Our African American, Hispanic, Economically Disadvantaged students and Students with Disabilities had the most difficulty with Numbers and Operations Geometry, Measurement, multiple-step problem-solving, and estimation. Our Limited English Proficient students had the most difficulty with Geometry, Measurement, multiple-step problem-solving, and Data Analysis and Probability. Finally, our Caucasian students had the most difficulty with Geometry, Measurement, and Data Analysis and Probability. In the area of mathematics, our combined student population scored lower (76% proficient or advanced) than similar groups within the state (81.6% proficient or advanced) and higher than the district (68.3% proficient or advanced). Our African American students, and Limited English Proficient students scored higher than similar groups of students in the district and the state. Our Economically Disadvantaged students scored higher than similar groups of students in the district but lower than similar groups in the state. There is also a significant achievement gap between our African American (72.2% proficient or advanced), and Economically Disadvantaged students (73.2% proficient or advanced), as compared to their Caucasian peers (84.4% proficient or advanced).
The Little Rock School District’s Mathematics Core Curriculum is rigorous, standards-based, appropriately paced, regularly assessed and aligned to the Arkansas Curriculum Frameworks. Our student data along with our professional development surveys revealed the following areas of need within our combined population: mathematics computation and problem solving, Geometry, Measurement, Number and Operations, and formulating appropriate responses to open response questions. These needs indicated that there are Core Mathematics instructional weaknesses. We will address mathematics computation and problem solving, Geometry, Measurement, Number and Operations, and formulating appropriate responses to open response questions by (a) aligning our professional development to support this area; (b) realigning human resources (math coaches) to support individual teachers who are experiencing the most difficulty in delivering instruction in mathematics computation and problem solving, Geometry, Measurement, Number and Operations, and formulating appropriate responses to open response questions as evidenced by scores on common formative assessments, classroom walkthroughs and/or focus walks, (c) ensure targeted planning to make sure that the fidelity of Core Mathematics instructional practices are in place, (d) having designated learning targets; (e) teachers will provide grade level instruction built on “best” instructional “practices” (i.e., differentiated instruction); and (f) when students have difficulty reaching their designated learning targets based on progress monitoring, they will receive supplemental, tiered instructional interventions.
EVALUATION OF INTERVENTIONS
DIFFERENTIATION OF INSTRUCTION
The Differentiation of Instruction Intervention has been implemented at Booker Arts Magnet School for three years. Multiple measures of achievement data (Augmented Benchmark Exam, SOAR data, attendance data, student behavior records) were utilized to develop a Student Profile for each student. The Student Profiles were utilized by teachers to plan differentiated instruction. Academic Improvement Plans, 504 Plans, and Individualized Education Plans were developed collaboratively with parents of identified students. Limited English Proficient students received instruction from a teacher who participated in English-as-a-Second Language Training. SOAR test data was disaggregated after each assessment and utilized to plan reteaching. The School-Based Intervention Team met fourteen days during 2008-2009 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. Camp Jaguar (after-school tutoring program) was provided to 111 students scoring basic or below basic on the Math portions of the Augmented Benchmark Exam in 2008-2009, 121 students in 2009-2010, and 98 students in 2010-2011. 91 of the 111 students participating in Camp Jaguar in 2008-2009 scored proficient or advanced and/or demonstrated the designated scale score growth to be deemed proficient on the Augmented Benchmark Exam. 62% of third grade students, 100% of fourth grade students, and 69% of fifth grade students participating in Camp Jaguar in 2009-2010 scored proficient or advanced or made the scale score growth to be counted as proficient. 69% of third grade students, 53% of fourth grade students, and 86% of fifth grade students participating in Camp Jaguar in 2010-2011 scored proficient or advanced or made the necessary scale score growth to be counted as proficient.
A comparison of the Augmented Benchmark Exam Mathematics scores of the same group of students from the 2007-2008 and 2008-2009 school years was made. An examination of the scores for fourth grade students in 2007-2008 and the same group of students in fifth grade in 2008-2009 indicated decreases in the percent of students scoring proficient or advanced for Combined students, African American students, and Economically Disadvantaged students. Caucasian students, Hispanic students, and Students with Disabilities had increases in the percentage of students scoring proficient or advanced.
A comparison of the Augmented Benchmark Exam Mathematics scores of the same group of students who were in third grade in 2008-2009, in fourth grade in 2009-2010, and in fifth grade in 2010-2011 indicated increases for Combined students, African American students, Caucasian students, Economically Disadvantaged students, Limited English Proficient students, and Students with Disabilities ranging from 3% to 23%. There were no increases for Hispanic students.
These increases would not have been possible without Differentiation of Instruction.
TARGET TEACH
The Target Teach Intervention has been utilized for three years at Booker Arts Magnet School. In the 2010-2011 school year, the focus was entirely on Literacy. However, Target Teach Mathematics materials were utilized by third, fourth, and fifth grade teachers in instruction. The principal frequently observed third, fourth, and fifth grade mathematics teachers utilizing Target Teach materials and teaching lessons in the Target Teach format in both walk-through and formal observations. An examination of Augmented Benchmark Exam results for third, fourth, and fifth grade students indicated increases in the percentage of Combined students, African American students, and Economically Disadvantaged students scoring proficient or advanced, ranging from .07 (Combined students) to 4.7 (African American students). Hispanic, Caucasian, Limited English Proficient students, and Students with Disabilities scores decreased from 3.4 (Caucasian) to 26.7 (Students with Disabilities). An examination of ITBS Mathematics scores indicated that 72% of kindergarten, 46% of first grade, 42% of second grade, 34% of third grade, 52% of fourth grade, and 49% of fifth grade Combined students scored at or above the 50th percentile. LRSD has discontinued the use of Target Teach for the 2011-2012 school year.
COMPASS ODYSSEY MATH INSTRUCTION
COMPASS Odyssey Instruction has been utilized for three years at Booker Arts Magnet School. All kindergarten through fifth grade teachers participated in professional development on both programs. All students were administered pre-tests quarterly to determine areas of need. Learning Paths were prescribed for each student based on their pre-test results. Post-tests were administered quarterly to assess results of COMPASS Odyssey Instruction. An examination of COMPASS Odyssey post-test results indicated increases in the average mean score in Mathematics for all grade levels ranging from 5% to 12% in 2008-2009. Average mean score gains ranged from 4% to 37% with a 13% average gain. An examination of ITBS Mathematics scores indicated that 72% of kindergarten, 46% of first grade, 42% of second grade, 34% of third grade, 52% of fourth grade, and 49% of fifth grade Combined students scored at or above the 50th percentile.
An examination of the Augmented Benchmark Exam Mathematics test scores for third, fourth, and fifth grade students indicated that 79.5% of Combined students, 75.3% of African American students, 79.2% of Hispanic students, 87% of Caucasian students, 77.4% of Economically Disadvantaged students, 79.2% of Limited English Proficient students, and 55% of Students with Disabilities scored proficient or advanced or made the necessary scale score growth to be counted as proficient in 2010-2011. The Little Rock School District has discontinued use of COMPASS Odyssey for 2011-2012.
LESSON STUDY
Lesson Study Intervention was implemented at Booker Arts Magnet School in the 2008-2009 and 2009-2010 school years. It was not implemented in 2010-2011, due to an increased emphasis on CGI professional development.
VOCABULARY DEVELOPMENT
Vocabulary Development Intervention has been implemented at Booker Arts Magnet School for three years. Student achievement data was analyzed to determine skill deficits. The Dictionary of Math Terms was revised and correlated with the K-4 Mathematics Frameworks Glossary. Math Journals, Word Walls, partner games, and library books related to mathematics were utilized to promote discussion and vocabulary building. In addition, teachers utilized instructional strategies to assist students in identifying critical information in a mathematics problem, access background knowledge, and develop appropriate responses to Open Response questions.
An examination of Metropolitan 8 and Stanford 10 Mathematics scores indicated that 67% of kindergarten, 41% of first grade, 41% of second grade, 48% of third grade, 63% of fourth grade, and 63% of fifth grade Combined students scored at or above the 50th percentile in 2009-2010. An examination of ITBS Mathematics scores indicated that 72% of kindergarten, 46% of first grade, 42% of second grade, 34% of third grades, 52% of fourth grade, and 49% of fifth grade students scored at or above the 50th percentile.
An examination of the Augmented Benchmark Exam Mathematics test scores for third, fourth, and fifth grade students indicated that 79.6% of Combined students, 73.2% of African American students, 80% of Hispanic students, 89.8% of Caucasian students, 76.8% of Economically Disadvantaged students, 82.4% of Limited English Proficient students, and 76.2% of Students with Disabilities scored proficient or advanced or made the necessary scale score growth to be counted as proficient in 2009-2010. An examination of the Augmented Benchmark Exam Mathematics test scores for third, fourth, and fifth grade students indicated that 79.5% of Combined students, 75.3% of African American students, 79.2% of Hispanic students, 87% of Caucasian students, 77.4% of Economically Disadvantaged students, 79.2% of Limited English Proficient students, and 55% of Students with Disabilities scored proficient or advanced or made the necessary scale score growth to be counted as proficient in 2010-2011.
COGNITIVELY GUIDED INSTRUCTION
Cognitively Guided Instruction has been implemented at Booker Arts Magnet School for two years. Professional development has been provided to twenty-two teachers and coaches in Year I, Year II or Year III of Cognitively Guided Instruction training. Teachers utilized CGI strategies in daily instruction. The principal conduced classroom walk throughs and formal observation in which she observed teachers utilizing CGI instructional strategies. An examination of MAT 8 and SAT 10 Mathematics scores indicated that 67% of kindergarten students, 41% of first grade students, 41% of second grade students, 48% of third grade students, 63% of fourth grade students, and 63% of fifth grade students scored at or above the 50th percentile in 2009-2010. An examination of ITBS scores indicated that 72% of kindergarten, 46% of first grade, 42% of second grade, 34% of third grade, 52% of fourth grade, and 49% of fifth grade students scored at or above the 50th percentile. An examination of Augmented Benchmark Exam Mathematics test scores for third, fourth, and fifth grade students indicated that 79.5% of Combined students, 75.3% of African American students, 79.2% of Hispanic students, 87% of Caucasian students, 77.4% of Economically Disadvantaged students, 79.2% of Limited English Proficient students, and 55% of Students with Disabilities scored proficient or advanced or made the necessary scale score growth to be counted as proficient in 2010-2011.
