Fox Meadow Intermediate Center 2015 Report to the Public
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- FMIC 2014 Test Data by Grade Levels
- ACTAAP Augmented Benchmark Examination Third Grade Math
- Iowa Test of Basic Skills (ITBS)
- 2015 - 2016 FMIC Focus Areas
- Plan to Improve our Test Scores Curriculum
- Response to Intervention (RTI)
- Positive Behavior Interventions and Supports (PBIS)
| Fox Meadow Intermediate Center
2015 Report to the Public The PARCC assessment was given last year in Arkansas to the third through fifth grade students. We are currently waiting on the results of last year’s assessment. This year we will be moving to the ACT Aspire. The teachers have been given the most up to date information to prepare the students to take the ACT Aspire near the end of the year. I have included the most recent test data we have at this time. FMIC 2014 Test Data by Grade Levels Fox Meadow Intermediate students showed academic success during the 2013 - 2014 school year. As we continue our transition from the state standards to the Common Core standards, and the changes from the Benchmark Exam to the PARCC assessment we will strive to increase student knowledge that should be reflected in the test data of our students. The following data reflects this: ACTAAP Augmented Benchmark Examination Third Grade Math 87% proficient or advanced. This score was 3 percentage points above the state average. Subgroup data for Math- African American scores were at 69% proficient. Caucasian scores were at 86% proficient. Economically Disadvantaged were at 70% proficient. Students with Disabilities were at 31% proficient. Third Grade Literacy 81% proficient or advanced. This score was 4 percentage points above the state average. Subgroup data for Literacy- African American scores 69% proficient. Caucasian scores were at 90% proficient. Economically Disadvantaged scores were at 76% proficient. Students with Disabilities were at 14% proficient. Fourth Grade Math 74% proficient or advanced. This score was 2 percentage points below the state average. Subgroup data for Math African American scores were at 66% proficient. Caucasian were at 81% proficient. Economically Disadvantaged scores were at 68% proficient. Students with Disabilities scores were at 48% proficient. Fourth Grade Literacy 77% proficient or advanced. This score was 6 percentage points below the state average. Subgroup data for Literacy African American scores were at 71% proficient. Caucasian scores were at 95% proficient. Economically Disadvantaged scores were at 78% proficient. Students with Disabilities were at 44% proficient. Fifth Grade Math 63% proficient or advanced. This score was 5 percentage points below the state average. Subgroup data for Math African American scores were at 46% proficient. Caucasian scores were at 79% proficient. Economically Disadvantaged scores were at 58% proficient. Students with Disabilities scores were at 37% proficient. Fifth Grade Literacy 84% proficient or advanced. This score was 2 percentage points above the state average. Subgroup data for Literacy African American scores were at 71% proficient. Caucasian scores were at 95% proficient. Economically Disadvantaged scores were at 78% proficient. Students with Disabilities scores were at 44% proficient. Fifth Grade Science 56% proficient or advanced. This score was comparable to the state average. Subgroup data for Science African American scores were at 39% proficient. Caucasian scores were at 72% proficient. Economically Disadvantaged scores were at 50% proficient. Students with Disabilities scores were at 25% proficient. Based on the 2014 Arkansas School ESEA Accountability Report, FMIC did not met standards in literacy with 79% proficient in All Students category. FMIC did not meet standards in math with 76% proficient in the All Students category. Iowa Test of Basic Skills (ITBS) 3rd grade students scored in the 57st percentile for Mathematics, 52nd percentile for Reading, and 48th percentile for Language on the ITBS portion of the Benchmark Exam. Third grade was above the state average on all tests. 4th grade students scored in the 60th percentile for Mathematics, 51st percentile for Reading, and 54th percentile for Language on the ITBS portion of the Benchmark Exam. Fourth grade was comparable to the state average on all tests. 5th grade students scored in the 52nd percentile for Mathematics, 47th percentile for Reading, and 53rd percentile for Language on the ITBS portion of the Benchmark Exam. Fifth grade was comparable or above the state average on all tests. 2015 - 2016 FMIC Focus Areas FMIC will continue to focus on the subgroups of African American and Students with Disabilities. We will continue with our intervention teachers pulling the third grade students in reading to assure we address weaknesses early, but continue with all grade levels as needed. We will continue to implement Cognitive Guided Instruction (CGI) to insure our children understand math concepts. Novice teachers will partner with seasoned teachers to discuss strategies that work in their classrooms. Plan to Improve our Test Scores Curriculum FMIC will continue to work collaboratively with UHI to ensure district pacing guides are followed and The Learning Institute (TLI) tests are administered and analyzed in order to guide instruction. This year we will take all of our TLI exams online. We want our students to have practice with completing online tests. We will be implementing STAR testing this year in both reading and math. The students will take these assessments at the beginning of the year and at the end of each nine weeks. The teachers will look for areas needed to enhance student growth. This program allows for student grouping and skills need to make the most growth. We will analyze growth at the end of each nine weeks. We will work on project based teaching and using more technology in our research process. We have aligned our library with our literacy to allow research projects through the literacy times. Finally, we will continue to support the development of classroom libraries to encourage students to read with an emphasis on non-fiction. The math classroom teachers are using CGI (Cognitive Guided Instruction) and ECM (Extending Children’s Mathematics) to insure our students understand math concepts. In fifth grade we have levelized math groups to ensure growth at all levels. We will do a book study on Intentional Talk. This book is about math conversations with our students. Interventionists Test data, DRA (Developmental Reading Assessment) scores, Dibels scores, and classroom performance information have all been collected to identify students with academic deficits. The four intervention teachers work with the students on a daily basis on fluency, comprehension, and problem solving skills. The Barton’s Reading Program is being incorporated into the improvement plans of those students who are experiencing severe reading gaps. Progress is monitored, and weekly data sheets are maintained on each student in the intervention program. The intervention program is designed so that students advance at their individual rates. The goal of the program is to address and close the students’ academic gaps so that they maintain adequate progress, thus eliminating the need for intervention on a higher level. FMIC has used the Barton’s program for several years to help address the students need with Dyslexia. We have screened students this year with the dyslexia screener. We are placing additional students in this program to help students become fluent readers. We will work to achieve a balance between Barton’s needs and comprehension needs. We have added the Connections program as another program to address dyslexic needs we see in our students. Response to Intervention (RTI) This process is used to assist students who are not functioning at grade level by designing a plan to help the student overcome the skill deficit. We meet monthly with the classroom teachers to discuss student needs. Our counselor meets with intervention teachers to keep on track with students not progressing at an adequate rate. Meetings are help with the parents and teachers to discuss the child’s needs and to do preliminary test to look for potential educational gaps or deficits. Technology We will continue implementation of the Accelerated Reader program which motivates students and personalizes reading practices by setting individualized goals. Learn 360 is an interactive media-on-demand service purchased for teachers to use with their classes this year. This program is correlated to all state standards, 21st Century standards, and the Common Core Standards. All regular education classrooms have a Promethean board in the class to use with the students. We are working to make these into Apple TVs. Each teacher has a Mac Book to help design lessons. We have four carts of Chrome Books for the students to use for projects. This program is used to teach students appropriate behavior in different situations. Our students will be taught typing skills in their technology classes weekly. We will take all of our TLI assessments online to have extra practice completing online assessments. Students will take the STAR assessment five times per year on the computer. Parental Involvement To encourage increased parental involvement, our parent involvement plan has been enhanced with detail and provided to all parents with opportunities for active participation in the school environment. Positive Behavior Interventions and Supports (PBIS) We will continue to implement the PBIS program to identify, adapt, and sustain effective school-wide disciplinary practices and academic interventions. We will continue Character Counts this year as a curriculum on behavior. Each classroom spends thirty minutes per week teaching about a character trait. The PBIS team met this summer and outlined all of the lessons for our building. Our school-wide expectations focus on students being “Respectful and Responsible Raiders.” Our focus is to maintain what has already been established universally and to intensively intervene through our Secondary Team to help those students who need individualized behavior plans so that they too may be successful in school. Staffing with administration, counselor, social worker, school-based mental health provider, and individual classroom teachers is the key to the success of our school. 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